Facilitated action research: enhancing the teaching of classroom drama
Parole chiave:
drama, professional learning, action learning, action research, facilitation, primary schoolAbstract
This paper argues for facilitated action research as an effective way of supporting teacher professional learning in drama. It also recognises that the need for support identified in a past study remains current resulting in the facilitated action research process still being relevant.
Facilitated action research is advocated as a way of engaging with individual needs, beliefs and experiences of teachers resulting in a positive change in pedagogical understanding and drama practice. Consideration of two separate research studies, five years apart, reveal the growth of the facilitated action research process and highlight the significance of personal or contextual factors in facilitating or constraining the use of drama in primary school classrooms.
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Pubblicato
2012-05-19
Come citare
Perry, R. (2012). Facilitated action research: enhancing the teaching of classroom drama. Action Learning and Action Research Journal, 18(1), 5–34. Recuperato da https://alarj.alarassociation.org/index.php/alarj/article/view/38
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Articles
Licenza
On submission authors agree to share 50% copyright with Action Learning, Action Research Association Ltd (ALARA). On receipt of payment for public access to papers authors who are members of ALARA will receive 50% of the fee. The remaining 50% will be returned to ALARA.
ALARA is publishing both a hard copy and an electronic copy. There may be a delay in receiving the hard copy, as it is printed by an external print-on-demand publisher.
