Abstract
Drama-in-education (DiE) recently has been put on the list of teaching skill training, as a new method to alter and update traditional teaching pattern. Years of overseas researches have proved it differs away from ordinary class teaching when drama, the pedagogical innovation, is involved in teaching plan. As we narrow down the applied realm of DiE to English learning and teaching, it finds out that most DiE experiments are effective in achieving the goal of student engagement, better comprehension and teacher-student mutual communication.
This study lays a great emphasis on the drama-in-education experience of Drama Direct Professional Development, which is a research program using drama-based instructional strategies to enhance multiple aspects for teaching abilities. And the focus is on the changes of teachers’ roles which will go through three main phases: learners in observation, manipulators in trials, facilitators in practice, together with the students’ transition: shy kids, “naughty” kids, and finally creative kids. And these changes throw a light upon how DiE offering a new pattern for English teaching and learning. In-depth case study will be carried out by teaching observations, interviews and questionnaires. The reasoning and analysis of these roles’ transitions help us to figure out how dramatic elements work in English class teaching, especially with respect to the increase of student engagement, effective interactions in teacher-student relationship, etc.
To conclude, this short-term experience allowed teachers to try to be facilitators, instead of controllers in class. As student-centered approach is quite different from traditional knowledge transmission way, interactive teaching such as drama-in-education will be consequently encouraged to apply, teachers’ role transition, sooner or later, is an important matter of teacher self-development.
Keywords: drama-in-education; role transition; teacher self-development; teacher learning
Contents
Abstract
摘 要
1. Introduction-1
1.1.1 DiE domestic development-1
1.1.2 DiE methods for student learning-1
1.1.3 DiE method for teachers’ development-2
1.2 Research Significance-2
1.3 The structure of the paper-3
2. Literature review-4
2.1 The definition and development of Drama-in-Education-4
2.1.1 Foreign research situation-4
2.1.2 Domestic research situation-5
2.2 Theories of teachers development and role transitions-7
2.3 Theories of DiE and the students development-8
3. Research design-10
3.1 Research participants and basic information-10
3.2 Research questions-10
3.3 Research methodology-10
3.3.1 Quantitative research method-10
3.3.2 Qualitative research method-10
3.4 Research framework and procedures-10
4. Research analysis and discussion-12
4.1 Results analysis about stages of transitions-12
4.2 Research analyses about the realization of role transitions-13
4.3 Research analyses on obstacles during the role transitions-15
5. Research findings and implications-17
6. Research conclusions and reflections-18
6.1 Conclusions on the role transition-18
6.2 Inadequacy and problems remained in the research-18
References-24
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