Creativity as catalyst for effective education: an interpretive phenomenological analysis exploring K-12 teachers' experience with theatrical training prior to their teaching assignment

Abstract

The purpose of this study is to understand how teachers who have prior experience in theatre leverage that knowledge in their role as a K-12 classroom teacher. This study focused on six teachers who all teach in different grades and in different subject matters. Since teachers are believed to be the number one factor in ensuring student success, pre-service teacher training programs have a burden to ensure teachers are prepared to fully engage their students. This study looked at the benefits of training in theatrical performance, and how that training prepared teachers for their role in the classroom. The study found that teachers recognized the act of teaching as a performance, that engagement is essential to learning, and that process over product must be valued. The study also found that teachers who were trained in theatre prior to teaching in the K-12 classroom, believed that failure is a necessary part of the process of learning, that personalization allows learning to be accessible, that feedback about teaching is desired but not given, and that student feelings of self-worth are paramount to academics.