{"title":"与美国银行教育文化中的论坛剧场搏斗：自我研究","authors":"","doi":"10.1016/j.tate.2024.104710","DOIUrl":null,"url":null,"abstract":"<div><p>This self-study explores the complexities of implementing forum theater as a pedagogical strategy in a course on guidance practices for young children. Through analysis of teacher candidate exit tickets, interviews, researcher memos, and researcher meeting notes, we found forum theater promoted playfulness, embodied learning, and learning from peers. We also found instructor and teacher candidates faced difficulties overcoming the banking model of education to implement forum theater as it was intended. Difficulties manifested in resistance to participation, focus on memorization, and seeing the instructor as giver-of-knowledge. We provide implications for our own practice that might be applied in other contexts.</p></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":null,"pages":null},"PeriodicalIF":4.0000,"publicationDate":"2024-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Wrestling with forum theater in the banking culture of education in the United States: A self-study\",\"authors\":\"\",\"doi\":\"10.1016/j.tate.2024.104710\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><p>This self-study explores the complexities of implementing forum theater as a pedagogical strategy in a course on guidance practices for young children. Through analysis of teacher candidate exit tickets, interviews, researcher memos, and researcher meeting notes, we found forum theater promoted playfulness, embodied learning, and learning from peers. We also found instructor and teacher candidates faced difficulties overcoming the banking model of education to implement forum theater as it was intended. Difficulties manifested in resistance to participation, focus on memorization, and seeing the instructor as giver-of-knowledge. We provide implications for our own practice that might be applied in other contexts.</p></div>\",\"PeriodicalId\":48430,\"journal\":{\"name\":\"Teaching and Teacher Education\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":4.0000,\"publicationDate\":\"2024-07-18\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Teaching and Teacher Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S0742051X24002427\",\"RegionNum\":1,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Teaching and Teacher Education","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0742051X24002427","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Wrestling with forum theater in the banking culture of education in the United States: A self-study
This self-study explores the complexities of implementing forum theater as a pedagogical strategy in a course on guidance practices for young children. Through analysis of teacher candidate exit tickets, interviews, researcher memos, and researcher meeting notes, we found forum theater promoted playfulness, embodied learning, and learning from peers. We also found instructor and teacher candidates faced difficulties overcoming the banking model of education to implement forum theater as it was intended. Difficulties manifested in resistance to participation, focus on memorization, and seeing the instructor as giver-of-knowledge. We provide implications for our own practice that might be applied in other contexts.
期刊介绍：
Teaching and Teacher Education is an international journal concerned primarily with teachers, teaching, and/or teacher education situated in an international perspective and context. The journal focuses on early childhood through high school (secondary education), teacher preparation, along with higher education concerning teacher professional development and/or teacher education. Teaching and Teacher Education is a multidisciplinary journal committed to no single approach, discipline, methodology, or paradigm. The journal welcomes varied approaches (qualitative, quantitative, and mixed methods) to empirical research; also publishing high quality systematic reviews and meta-analyses. Manuscripts should enhance, build upon, and/or extend the boundaries of theory, research, and/or practice in teaching and teacher education. Teaching and Teacher Education does not publish unsolicited Book Reviews.
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