摘要：AbstractThis study is a part of a large research project developing drama teacher education at Helsinki University's Department of Teacher Education. The purpose of this study is to examine the classroom climate in drama lessons taught by teacher trainees. Verbal and nonverbal interactions are studied with The Classroom Assessment Scoring System, which is a well known and proven observation instrument developed to assess classroom quality. The other objective of this study is to explore how suitable the CLASS-instrument is for studying drama lessons that differ from normal classroom teaching. Previous studies have proved that good classroom climate affects pupils’ school success and self-esteem. Thus, the climate that prevails in a classroom is not insignificant. The results of this case study (N=6) indicate that even though drama teaching is sometimes challenging the pupils can still experience several positive sensations in those lessons, which can improve classroom climate and interaction skills.
