Re‐constructing the relationship between drama and English: Student‐teachers’ perspectives at the end of an initial teacher education year

Abstract

My research draws on data from focus group interviews with student-teachers 1 which took place near the end of a one-year initial teacher education course. One group was studying to become teachers of secondary English, and the other secondary drama teachers. Both took part in a 'diamond twelve' activity highlighting different perspectives on the content and purpose of drama in the English curriculum. The article explores how the participants construct the relationship between their two subjects, and raises questions about the nature and relevance of the continuing association between drama and English that is enshrined in the National Curriculum for England and Wales.

Working Toward a Socially Just Future in the ELA Methods Class

“…Yet, PTs voiced the importance of learning how to navigate political differences within the classroom. As PTs in Pitfield’s (2011) study engaged with contrasting views about the relationship between drama and ELA, they found value in exploring plays in the ELA class. In addition, they believed the incorporation of drama encouraged creative decision-making and allowed students to further develop communication skills.…”

Which Drama? Creative or Theorical

“…It is also indicated that drama is incorporated into the curriculum with its literary, educational and social-psychological features. Pitfield (2011) carried out her study in the context of the course of educational drama incorporated into the English curriculum in 1989, and the views of students and teachers of English about the mentioned situation. This study asserts the requirement of classifying drama as an art form and an educational method.…”