The Complex Role of Drama Teaching and Drama Teachers' Learning Trajectories in an Icelandic Context

Autor/in	Thorkelsdóttir, Rannveig Björk
Titel	The Complex Role of Drama Teaching and Drama Teachers' Learning Trajectories in an Icelandic Context
Quelle	In: Research in Drama Education, 25 (2020) 4, S.593-612 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Thorkelsdóttir, Rannveig Björk)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-9783
DOI	10.1080/13569783.2020.1796615
Schlagwörter	Drama; Teaching Methods; Role; Learning Processes; Sociocultural Patterns; Ethnography; Educational Theories; Teacher Attitudes; Foreign Countries; Beginning Teachers; Mentors; Teacher Leadership; Professional Isolation; Peer Relationship; Work Attitudes; Self Efficacy; Teacher Burnout; Elementary School Teachers; Iceland + Suchen Sie Ihr Suchwort? Schauspiel; Teaching method; Lehrmethode; Unterrichtsmethode; Rollen; Learning process; Lernprozess; Soziokulturelle Theorie; Ethnografie; Educational theory; Theory of education; Bildungstheorie; Lehrerverhalten; Ausland; Junior teacher; Junglehrer; Lehrerfunktionsstelle; Peer-Beziehungen; Work attitude; Arbeitshaltung; Self-efficacy; Selbstwirksamkeit; Burnout-syndrom; Burnout; Teacher; Teachers; Burnout-Syndrom; Lehrer; Lehrerin; Elementary school; Grundschule; Volksschule; Lehrende; Island
Abstract	The aim of this article is to shed light on the complex role of drama teaching and drama teachers' learning trajectories. Within a socio-cultural framework of understanding, an ethnographic study was conducted on the culture and context of drama implementation in schools. The theory of practice architectures by Stephen Kemmis and Peter Grootenboer is used to interpret the findings. The findings reveal that the learning trajectories of drama teachers can both be seen as illustrating the significance of recognition and the importance of community and that drama teaching is recognised as a complex and demanding career. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01