Being the Adult You Needed as a Kid: Why the AITSL Standards Are Not the Best Fit for Drama Teachers

Autor/inn/en	Gray, Christina; Lambert, Kirsten
Titel	Being the Adult You Needed as a Kid: Why the AITSL Standards Are Not the Best Fit for Drama Teachers
Quelle	In: Asia-Pacific Journal of Teacher Education, 48 (2020) 5, S.555-571 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gray, Christina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-866X
DOI	10.1080/1359866X.2019.1685645
Schlagwörter	Standards; Drama; Extracurricular Activities; Professionalism; Teacher Effectiveness; Foreign Countries; Criticism; Teaching Methods; Teaching Experience; Beginning Teachers; Role Models; Teacher Student Relationship; Teacher Evaluation; Evaluation Criteria; Mentors; Teacher Attitudes; Australia + Suchen Sie Ihr Suchwort? Standard; Schauspiel; Außerunterrichtliche Aktivität; Professionalität; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Ausland; Kritik; Teaching method; Lehrmethode; Unterrichtsmethode; Junior teacher; Junglehrer; Identifikationsfigur; Teacher student relationships; Lehrer-Schüler-Beziehung; Teacher appraisal; Lehrerbeurteilung; Lehrerverhalten; Australien
Abstract	The Australian Professional Standards for teachers attempts to regulate the profession and improve teacher quality. Yet the standardisation of teachers' work has attracted criticism from researchers who assert that a "one size fits all" model for judging teacher quality fails to recognise the affective, enactive and relational aspects of teaching. Given the interactive and interpersonal nature of teaching drama, this concern has salience. Our research into the experiences of early-career drama teachers reveals the positive influence these teachers have on their students and in their schools. Of particular note, are the strong role models they have become through the development of authentic, professional relationships where students feel supported and empowered to explore their feelings, achieve academically and flourish as human beings. These relationships are co-constructed during extra-curricular activities, namely in production rehearsals, where together they work towards common goals. Our findings suggest a case can be made for re-evaluating the process of judging teachers against a standardised set of criteria that neglects to capture the nuances of drama education and the passion, commitment and relationality of early-career drama teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01