摘要：AbstractProblem Statement: 1) How do structural factors of a group appear in drama teaching? 2) How do structural factors of a group influence the progression and functionality of a drama lesson? Purpose of Study: The aim of the developed analyzing model is to help prospective teachers to increase their theoretical knowledge of the structural factors; norms, roles, statuses and communication that influence drama teaching. Research.MethodsThe research material contained six videotaped drama lessons held by class teacher trainees at the Helsinki University Teacher Training School in Finland. Findings: This study confirms the findings from the first study that consideration of the pupil's group roles has an impact on the success of the lesson.ConclusionsBecoming a teacher using drama in education requires knowledge of group dynamics (pedagogical skills) and drama (substance management) in order to anticipate problems in drama teaching situations.
