A study of a person-centred approach to teacher education within a drama course: its contribution to pre-service teachers’ professional ethics

ABSTRACT

This study explores the contribution of a person-centred approach as applied in the drama course of a teacher education programme to the growth of the professional ethics of a group of pre-service primary teachers. It is founded on three questions, which examine the conducive epistemological conditions of the drama course to the development of pre-service teachers as persons; the virtues that they might develop in its context; and to what extent do they understand the person-centred approach of drama as critical in forming their professional ethos. The findings demonstrate that recreation, beauty, surprise and collectiveness comprise the epistemological premises that encouraged them to construct their virtuous-dispositional learning. Within this framework, they developed ethical and intellectual virtues, including sympathy, empathy and respect, persistence, courage and open-mindedness. The study reinforces the notion that a drama course in teacher education can enable pre-service teachers to cultivate both their personal ethos and professional ethics.

KEYWORDS:

• Person-centred approach
• personal ethos
• pedagogical ethos
• drama education
• teacher education

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Angela Hadjipanteli

Angela Hadjipanteli is lecturer of Drama and Theatre Education at the School of Education of the University of Nicosia, Cyprus. She is also the coordinator of the courses of School Experience of primary education programme. She received her PhD in Arts Education from the University of Warwick. Her research interests concentrate on the virtue epistemology both in drama education and teaching. Furthermore, she is interested in understanding and fostering the notions of artistry, playfulness, beauty and aretaic practice in conjunction with pedagogy.