The Role of the Arts in Teacher Transformation

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Show simple item record Anderson, Elizabeth en
dc.coverage.spatial IMAS Hobart, Tasmania en 2019-09-17T00:01:54Z en 2019-06-22 en
dc.identifier.uri en
dc.description.abstract This paper looks at research into student teacher responses to drama courses taught in their pre service years. Believing that drama education contributes valuably to the teacher knowing and identity prospective teachers need, the author researched student teacher responses to drama course over time. Drama education has at its core embodied, transformational, aesthetic and situated ways of knowing, and engages in possibility thinking. Well taught experiential courses using such approaches can help teachers to tolerate uncertainty, teach creatively, take risks, and learn to think and work collaboratively. Teacher education is circled with increasing demands and pressures but is the very place that must strive to produce teachers who can cope confidently in a changing times. This research showed how students thrive in a dynamic and energising pre service environment, and how student teachers can provide perceptive insights into how we teacher educators may revitalise and renew drama pedagogy and practice. en
dc.relation.ispartof 2019 Drama Australia Renewal Symposium 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 en
dc.title The Role of the Arts in Teacher Transformation en
dc.type Presentation en
dc.rights.holder Copyright: The author en en
pubs.finish-date 2019-06-23 en
pubs.start-date 2019-06-21 en
dc.rights.accessrights en
pubs.subtype Conference Oral Presentation en
pubs.elements-id 779810 en Education and Social Work en Curriculum and Pedagogy en
pubs.record-created-at-source-date 2019-08-31 en

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