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ABSTRACT
This paper reflects on issues arising from a research-informed learning and teaching project intended to enable student teachers of Modern Languages to experiment with the use of unscripted ‘process drama’ in their classroom practice. The idea that process drama could become part of the language teacher’s repertoire has been in circulation for some time [Kao, S. M., and C. O’Neill. 1998. Words into Worlds: Learning a Second Language Through Process Drama. Edited by G. Bräuer. Stamford: Ablex]; yet there is little evidence to suggest that it has become widespread in schools in England. The aim of the project was to enable student teachers to acquire drama teaching techniques which they could incorporate into their own practice in order to enrich the learning experiences with their students through creative and imaginative use of the foreign language in the classroom. The research was undertaken by two teacher educators on a secondary initial teacher education programme in a university in England. The paper concludes that it is both possible and desirable for student teachers to encounter alternative approaches which challenge the norm and that with support they may develop innovative practices which can survive the ‘crucible of classroom experience’ (Stronach et al. 2002, 124).
Disclosure statement
No potential conflict of interest was reported by the authors.
Notes on contributors
Dr. Bethan Hulse, Ed.D, MA, BA(Hons.), PGCE.
Bethan Hulse taught Modern Languages in secondary schools for 18 years before becoming Subject Leader for PGCE Modern Languages at The University of Chester where she is also Programme Leader for the Masters in Educational Practice. She has presented papers at national and international conferences on the subject of teacher education and creativity. She has taught on teacher education programmes in Palestine and in Austria which focus on creative pedagogy and has taught on international intensive programmes focusing on intercultural education for teachers. She recently completed her doctoral thesis entitled ‘Understanding Creativity and Alienation in Language Teacher Education :a critical ethnographic study’ at the University of Chester.
Publications Hulse, B. & Hulme, R. (2012). Engaging with research through practitioner enquiry: the perceptions of student teachers on a postgraduate initial teacher education programme. Educational Action Research, 20,(2), 313–329.
Professor Allan Owens, PhD, MA, BA (Hons.), PGCE, ADB (Ed), FHEA, FRSA.
Overview
Allan Owens is Professor of Drama Education and Co-Director of the Centre for Research in to Creativity, Education and the Arts through Practice (RECAP) University of Chester where he is also Distinguished Teaching Fellow and National Teaching Fellow. Current work focuses on creative pedagogy, the intercultural dimension of drama and in particular the use of arts based initiatives in organisational contexts. In the past decade Allan has worked in 16 countries with on-going long-term projects in Palestine, Finland, Japan, Spain, Sweden and Estonia. He has led long-term capacity building projects, run intensive short programmes, developed research initiatives and staged pre-text based interactive performances in collaboration with colleagues locally, nationally and internationally.
Recent Publications
Adams, J. & Owens, A. (2015). Creativity and Democracy in Education. Routledge.
Owens, A. (2014). Translating and Understanding: pre-text based drama (pp. 45–68). Hyva Hankaus 2.0 (Ed.) Pekka Korhonen ja Raija Airaksinen, Helsinki: Draamatayo. ISBN -9 78- 9-526 -670416
Owens, A. , Pickford, B. & Pickford, A. (2014). Developing Understandings of Gypsy Traveller culture: Michael’s Story: Chester Academic Press. ISBN 978-1-908258-12-0