Skip to content Skip to navigation
University of Warwick
  • Study
  • |
  • Research
  • |
  • Business
  • |
  • Alumni
  • |
  • News
  • |
  • About

University of Warwick
Publications service & WRAP

Highlight your research

  • WRAP
    • Home
    • Search WRAP
    • Browse by Warwick Author
    • Browse WRAP by Year
    • Browse WRAP by Subject
    • Browse WRAP by Department
    • Browse WRAP by Funder
    • Browse Theses by Department
  • Publications Service
    • Home
    • Search Publications Service
    • Browse by Warwick Author
    • Browse Publications service by Year
    • Browse Publications service by Subject
    • Browse Publications service by Department
    • Browse Publications service by Funder
  • Help & Advice
University of Warwick

The Library

  • Login
  • Admin

Primary classroom teachers' integration of drama

Tools
- Tools
+ Tools

Chou, Shiao-Yuh (2007) Primary classroom teachers' integration of drama. PhD thesis, University of Warwick.

[img]
Preview
PDF
WRAP_THESIS_Chou_2007.pdf - Requires a PDF viewer.

Download (21Mb)
Official URL: http://webcat.warwick.ac.uk/record=b2232068~S15

Request Changes to record.

Abstract

Educators' concerns about drama as pedagogy have been expressed widely in the literature, yet research has been modest. This thesis recognises this gap. A qualitative case study was employed to carry out an in-depth inquiry into classroom teachers' employment of drama. In a belief that primary teachers have their particular needs, this study was orientated to the attempt to identify their challenges and understand their conflicts .resulting from treating drama as methodology across the curriculum. Two contextual analyses suggest that teachers who are used to practising in authoritarian and teacher-centred schooling in which drama is regarded as insignificant can be pedagogically and artistically challenged while using drama as an educational tool in view of its child-centred, dialogic, and knowledge-constructed orientation. In agreement with the theoretical framework generated from the review concerning teachers' qualifications and challenges related to drama integration, empirical evidence suggests that the occurrences of teachers' challenges are associated with their perception, practice, and identity. Results also show that teachers modified their prior concepts of drama and pedagogy . towards those required in drama integration. The teachers' development, which emerged from their dealing with challenges, indicates that there was a pedagogic shift in practice.

Item Type: Thesis (PhD)
Subjects: L Education > LB Theory and practice of education > LB1501 Primary Education
Library of Congress Subject Headings (LCSH): Drama in education -- Taiwan, Education, Primary -- Taiwan, Education, Primary -- Philosophy, Education, Primary -- Research
Official Date: April 2007
Dates:
DateEvent
April 2007Submitted
Institution: University of Warwick
Theses Department: Institute of Education
Thesis Type: PhD
Publication Status: Unpublished
Supervisor(s)/Advisor: Neelands, Jonothan
Format of File: pdf
Extent: 336 leaves : ill.
Language: eng

Request changes or add full text files to a record

Repository staff actions (login required)

View Item View Item

Downloads

Downloads per month over past year

View more statistics

twitter

Email us: wrap@warwick.ac.uk
Contact Details
About Us