Students’ Understanding of Role

IF 0.7 Q3 EDUCATION & EDUCATIONAL RESEARCH Changing English-Studies in Culture and Education Pub Date : 2023-09-14 DOI:10.1080/1358684x.2023.2256242
Nick Bentley
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引用次数: 1

Abstract

ABSTRACTThis essay examines learners’ understanding of how they use role. It draws upon a semi-structured interview with five Year 7 students, which took place after their first lesson exploring Darkwood Manor, a gothic sequence of drama. Considering the elements which shape how they adopt roles in the classroom, I interrogate the students’ reflections, including ideas about their personal motivations, co-creation of the drama, peer interactions and response to the teacher. I explore how the students use and understand role, and how they are able to articulate their thinking about role-play, pointing towards perceptive reflections on the factors at play when roles are adopted in classroom drama.KEYWORDS: Dramarolestudent interviewrole-playteacher-in-role Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsNick BentleyNick Bentley is a doctoral student at the Institute of Education, UCL, where he is undertaking research into the use of teacher-in-role. Nick has been working as a Drama, English and Literacy teacher in a secondary school in East London since qualifying from his pre-service teacher education (PGCE) programme in 2014.
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学生对角色的理解
摘要本文考察了学习者对角色运用的理解。它借鉴了对五名七年级学生的半结构化采访,这是在他们探索Darkwood Manor的第一节课之后,这是一个哥特式的戏剧序列。考虑到影响他们如何在课堂上扮演角色的因素,我询问了学生的反思,包括他们的个人动机、戏剧的共同创作、同伴互动和对老师的反应。我探讨了学生如何使用和理解角色,以及他们如何能够表达他们对角色扮演的思考,指出了当角色在课堂戏剧中被采用时,对起作用的因素的敏锐反思。关键词:戏剧学生访谈角色教师角色披露声明作者未报告潜在利益冲突。尼克·本特利尼克·本特利是伦敦大学学院教育研究所的一名博士生,在那里他正在进行一项关于教师角色使用的研究。尼克自2014年获得职前教师教育(PGCE)课程资格以来,一直在东伦敦的一所中学担任戏剧、英语和扫盲教师。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Changing English-Studies in Culture and Education
Changing English-Studies in Culture and Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
1.60
自引率
25.00%
发文量
37
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