Teacher education and drama: possibilities, promise, potential.

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dc.contributor.author Anderson, Elizabeth en
dc.date.accessioned 2016-02-12T02:13:33Z en
dc.date.issued 2015-11-21 en
dc.identifier.citation Journal of the Canadian Association for Curriculum Studies, 2015, 13 (1) en
dc.identifier.issn 1916-4467 en
dc.identifier.uri http://hdl.handle.net/2292/28249 en
dc.description.abstract Contemporary discussions about curricula, whether for schools or for higher education, come with demands for change to cope with uncertainty, unpredictability, and 21st century challenge. Core notions of curriculum continue to be contested and indeed are the very concerns that should be interrogated and examined critically in the teacher education setting. The prospective teacher negotiates tensions between knowledge of content and of curriculum, pedagogical knowledge and generic teaching skill, knowing as process and knowing in performative terms, and traverses the challenges of shaping his or her role as teacher and educator for the 21st century. This paper makes a case for the potential that an arts oriented course, specifically drama, holds for helping student teachers to conceptualise their own learning experiences within a teacher education curriculum. The ways of knowing in drama (transformational, embodied, aesthetic) hold promise for enhancing the making of connections across the teacher education curriculum, for understanding more genuinely the potential of drama and the arts in a school curriculum, and for helping the shaping of the teacher’s emerging identity. en
dc.relation.ispartofseries Journal of the Canadian Association for Curriculum Studies en
dc.rights Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. en
dc.rights.uri https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm en
dc.title Teacher education and drama: possibilities, promise, potential. en
dc.type Journal Article en
pubs.issue 1 en
pubs.volume 13 en
pubs.author-url https://jcacs.journals.yorku.ca/index.php/jcacs/article/view/40243 en
dc.rights.accessrights http://purl.org/eprint/accessRights/RestrictedAccess en
pubs.subtype Article en
pubs.elements-id 509857 en
pubs.org-id Education and Social Work en
pubs.org-id Curriculum and Pedagogy en
pubs.record-created-at-source-date 2015-12-02 en


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