期刊名称：International Journal of Education and the Arts
印刷版ISSN：1529-8094
电子版ISSN：1529-8094
出版年度：2018
卷号：19
期号：10
页码：1-26
DOI：10.18113/P8ijea1910
出版社：Arizona State University
摘要：Pre-service drama teachers enter teacher training with established ideas and beliefs
about teaching. These beliefs, based on experience, are informed by many hours
spent in schools, and the pedagogies – both effective and ineffective – utilised by
their teachers. This research explores the influence of some of these prior
experiences on pre-service drama teachers’ beliefs about teaching drama, this being
important in the way that not only shapes their practicum experiences, but also what
will then influence their own teaching of drama. Individual interviews with four
pre-service drama teachers revealed the complexity and dynamics of these participants’ lived experience with narrative portraits constructed as part of the
process of inquiry. This process not only built on the ways that knowledge is
constructed, and the beliefs and values that underscore these, but also how these are
shared and made known. Three key beliefs emerged. First, drama both provides and
creates a sense of belonging: belonging being key for students and integral to the
work of drama teachers. Second, drama education can promote self-discovery and
personal development, having therefore the potential to transform lives. Third,
effective drama teachers are valued as hardworking, highly skilled professionals
dedicated to bringing out their students’ potential. This paper emphasises the
importance for pre-service drama teachers to be aware of how their beliefs and
subjectivities both influence their own experiences, and consequently have
influence over the ways they work with students in the drama space.
