This study examined the effects of a theater-based improvisation method for promoting student-teachers' self-rated social interaction competence. 39 undergraduate students participated in an intervention study applying the improvisation method in the context of teacher education. The intervention group (N=19) were trained in the basics of improvisation (7 weeks x 2.5 h) and the control group (N=18) received a shorter improvisation course after the study (2 days x 3.5 h). Participants filled out two self-report questionnaires assessing their interpersonal confidence and self-esteem before and after the intervention. Our results show that self-rated interpersonal confidence increased significantly for those participants, who scored low in the pre-test. On the other hand, there were no between-group differences in self-esteem. This might be due to more consistent nature of self-esteem, comparable to basic personality traits such as extraversion or neuroticism. The results of the study indicate that a relatively short improvisation intervention promotes the interpersonal confidence of those teacher-students who need it the most. This result concurs with previous studies, suggesting that including improvisation method in teacher education curricula can enhance teacher-students' social interaction capabilities and their responsive teaching.

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Drama education is still a rather young field of science. Thus, there is an obvious need to conceptualize the elements and factors related to drama education fostering children's creativity. What kind of learning environment supports children's creativity? Which aspects of drama education nurture children's creativity? Children's creativity is often referred to as 'little c creativity ', LCC, (Craft 2001). Subjectivity is an intrinsic character when defining children's creativity since it is not determined by society. The article aims to perceive and build a theory of tuition supporting children's creativity in the context of drama education. The objective of this theory-based article is to characterize the terminology of creativity in drama education. Based on prior research, the purpose of the article is to construct a model of tuition fostering children's creativity. This theoretical model is contemplated through drama education. In a creative learning environment of drama the children are provided with rich experiences and their active role in learning is emphasized. Interaction is an essential part of learning process making learning itself a social activity. Creative environment supports children's imagination and inner motivation. In addition, the atmosphere is permissive. These elements also create a potential for group creativity. According to research (Kim 2010), the need to support children's creativity is obvious. Furthermore, children's creative development should be considered on two levels: the individual creativity of each pupil and the group creativity of the whole class. Drama education has the potential to nurture pupil's creativity through its experiential, social and children-activating nature.

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