Reflection on action plans: Considering systems alignment in the results of an arts-based professional learning intensive for classroom teachers

ABSTRACT

Drama-based pedagogy is a collection of active and dramatic teaching strategies for generalist classroom teachers that can be applied to all areas of teaching and learning. This qualitative study examines the use of an action plan tool by K–12 teachers during a two-week Summer Institute in drama-based pedagogy, hosted by a university in central Texas. The authors conducted and analyzed interviews with teachers about their action plan 4–5 months after the end of the Summer Institute. Using a qualitative, cross-case analysis approach, researchers identified common themes (supports, barriers, and motivations) that shaped individuals’ conceptualization of their action plan over time. Findings suggests that effectiveness of the action plan assignment was based on the alignment between the teacher’s characteristics and working environment; the teacher’s ability to set appropriate, achievable tasks; and the teacher’s and program’s conceptualization of “success” in relationship to the chosen tasks. Key learning from this study includes the authors’ revision of the action plan assignment to better support a range of participant contexts within the Summer Institute professional learning model.

Acknowledgments

This study received ethics approval from the University of Texas at Austin, IRB #2007-09-0146.

Notes

¹ Between 2006–2014, Drama for Schools used the term drama-based instruction to describe adapted drama/theatre practices for use by generalist classroom teachers in K–12 learning environments. DFS shifted to the term drama-based pedagogy in 2015, in an effort to acknowledge the further codification of the methodological aspects of the approach.