{"title":"Theorizing drama education: Non-arts pre-service teachers’ opinions on Winifred Ward, Dorothy Heathcote, and Augusto Boal","authors":"Edric C. Johnson","doi":"10.1080/08929092.2018.1446860","DOIUrl":null,"url":null,"abstract":"ABSTRACT This qualitative study examines non-arts pre-service elementary teachers’ opinions on three luminary drama leaders (Winifred Ward, Dorothy Heathcote, and Augusto Boal), which were addressed in an undergraduate teacher preparation course. Data were collected from final written reflection papers, field notes pertaining to observations and discussions that took place in the course, and a final survey. Data analysis revealed three categories related to why they valued a particular drama leader: (1) confidence in future implementation; (2) real-life preparation; and (3) alignment with linear teaching. Findings suggest supporting pre-service teachers’ initial opinions while considering their past experiences and previous coursework. One implication is for pre-service teachers to critically examine their state curriculum requirements against the national curriculum standards.","PeriodicalId":38920,"journal":{"name":"Youth Theatre Journal","volume":"33 1","pages":"18 - 4"},"PeriodicalIF":0.0000,"publicationDate":"2019-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/08929092.2018.1446860","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Youth Theatre Journal","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/08929092.2018.1446860","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"Arts and Humanities","Score":null,"Total":0}
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Abstract
ABSTRACT This qualitative study examines non-arts pre-service elementary teachers’ opinions on three luminary drama leaders (Winifred Ward, Dorothy Heathcote, and Augusto Boal), which were addressed in an undergraduate teacher preparation course. Data were collected from final written reflection papers, field notes pertaining to observations and discussions that took place in the course, and a final survey. Data analysis revealed three categories related to why they valued a particular drama leader: (1) confidence in future implementation; (2) real-life preparation; and (3) alignment with linear teaching. Findings suggest supporting pre-service teachers’ initial opinions while considering their past experiences and previous coursework. One implication is for pre-service teachers to critically examine their state curriculum requirements against the national curriculum standards.
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