Teaching and learning in teacher education: agency, reflection and identity

Abstract

first paper, ‘A study of a person-centred approach to teacher education within a drama course: its contribution to pre-service teachers’ professional ethics’, by Angela Hadjipanteli, from Cyprus, focuses on the development of four preservice teachers within the context of a drama course in a teacher education programme. Data were collected through a variety of methods including semi-structured interviews and reflective diaries. The author concludes that preservice teachers developed ethical and intellectual virtues, including sympathy, empathy and respect, persistence, courage and open-mindedness. Hadjipanteli discusses the implications of the findings for the development of a person-centred approach in a teacher education programme particularly in the context of a drama course.