Use this URL to cite or link to this record in EThOS:
Title: Primary classroom teachers' integration of drama
Author: Chou, Shiao-Yuh
ISNI:       0000 0001 3548 2810
Awarding Body: University of Warwick
Current Institution: University of Warwick
Date of Award: 2007
Availability of Full Text:
Access from EThOS:
Access from Institution:
Educators' concerns about drama as pedagogy have been expressed widely in the literature, yet research has been modest. This thesis recognises this gap. A qualitative case study was employed to carry out an in-depth inquiry into classroom teachers' employment of drama. In a belief that primary teachers have their particular needs, this study was orientated to the attempt to identify their challenges and understand their conflicts .resulting from treating drama as methodology across the curriculum. Two contextual analyses suggest that teachers who are used to practising in authoritarian and teacher-centred schooling in which drama is regarded as insignificant can be pedagogically and artistically challenged while using drama as an educational tool in view of its child-centred, dialogic, and knowledge-constructed orientation. In agreement with the theoretical framework generated from the review concerning teachers' qualifications and challenges related to drama integration, empirical evidence suggests that the occurrences of teachers' challenges are associated with their perception, practice, and identity. Results also show that teachers modified their prior concepts of drama and pedagogy . towards those required in drama integration. The teachers' development, which emerged from their dealing with challenges, indicates that there was a pedagogic shift in practice.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available
Keywords: LB1501 Primary Education