Literaturnachweis - Detailanzeige
| Autor/in | Barker, Lisa M. |
|---|---|
| Titel | Improvisational Theatre in Teacher Learning about Facilitating Discussion: Exercising Pedagogical Presence |
| Quelle | In: Action in Teacher Education, 41 (2019) 1, S.43-60 (18 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0162-6620 |
| DOI | 10.1080/01626620.2018.1535460 |
| Schlagwörter | Teaching Methods; Theater Arts; Case Studies; Secondary School Teachers; History Instruction; Creative Activities; Discussion; Teacher Attitudes; Course Descriptions; Teaching Styles; Classroom Techniques; Faculty Development |
| Abstract | Facilitating classroom discussion requires preparation and improvisation. How might learning improvisational theatre affect teachers' verbal moves while facilitating discussion? This article explores this question through a single-subject case study of a high school history teacher who took a 10-week improv course. Data sources include observations of classroom discussion, interviews, and field notes and artifacts from observed discussions and improv sessions. Findings suggest that discussions changed, the teacher did not know he changed, and he may have made these shifts unconsciously based on the conceptual overlaps he saw between improv principles and the intellectual work of discussing, the opportunities the course gave him to exercise presence and the "Yes, and" principle of improv, and his participation in and appreciation of the improv instructor's facilitation style. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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