Why all the drama? Perceptions and Experiences of Foreign Language Student Teachers on Training in Improvisational Drama Pedagogy
Improvisational drama techniques (IDTs) can benefit foreign language (FL) learners by offering them an engaging way to practise speaking while hiding behind the safety of a character mask. This study aimed to glean perceptions toward and experiences with IDTs among FL student teachers, as well as tr...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
Sciendo
2022-03-01
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| Series: | Journal of Language and Cultural Education |
| Subjects: | |
| Online Access: | https://doi.org/10.2478/jolace-2022-0001 |
| _version_ | 1797848553766256640 |
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| author | Goodnight Kristina van Beuningen Catherine de Graaff Rick |
| author_facet | Goodnight Kristina van Beuningen Catherine de Graaff Rick |
| author_sort | Goodnight Kristina |
| collection | DOAJ |
| description | Improvisational drama techniques (IDTs) can benefit foreign language (FL) learners by offering them an engaging way to practise speaking while hiding behind the safety of a character mask. This study aimed to glean perceptions toward and experiences with IDTs among FL student teachers, as well as training needs related to integrating IDTs as a pedagogical tool. Foreign language student teachers at a Dutch university who had not received IDT-training took part in a questionnaire (n = 197). Former student teachers who had taken such a course in drama were interviewed in depth (n = 9). Almost all student teachers - both those who had and had not received IDT-training-shared the belief that IDTs have added pedagogical value. The majority of student teachers who had not had drama training indicated that they did not often implement IDTs in their classes. Former student teachers who had IDT-training continued to integrate IDTs with some regularity. Both groups provided valuable input on the components that should be included in a future IDT-training module for both student teachers and in-service teachers. Our findings give rise to the hypothesis that training can play a key role in galvanizing teachers to implement IDTs, and allow us to formulate design criteria for an innovative training module. |
| first_indexed | 2024-04-09T18:29:28Z |
| format | Article |
| id | doaj.art-29f3c654ace243eebd482f8692e80a72 |
| institution | Directory Open Access Journal |
| issn | 1339-4584 |
| language | English |
| last_indexed | 2024-04-09T18:29:28Z |
| publishDate | 2022-03-01 |
| publisher | Sciendo |
| record_format | Article |
| series | Journal of Language and Cultural Education |
| spelling | doaj.art-29f3c654ace243eebd482f8692e80a722023-04-11T17:19:26ZengSciendoJournal of Language and Cultural Education1339-45842022-03-0110111510.2478/jolace-2022-0001Why all the drama? Perceptions and Experiences of Foreign Language Student Teachers on Training in Improvisational Drama PedagogyGoodnight Kristina0van Beuningen Catherine1de Graaff Rick2HU University of Applied SciencesUtrecht, the NetherlandsAmsterdam University of Applied Sciences, the NetherlandsHU University of Applied SciencesUtrecht, the NetherlandsImprovisational drama techniques (IDTs) can benefit foreign language (FL) learners by offering them an engaging way to practise speaking while hiding behind the safety of a character mask. This study aimed to glean perceptions toward and experiences with IDTs among FL student teachers, as well as training needs related to integrating IDTs as a pedagogical tool. Foreign language student teachers at a Dutch university who had not received IDT-training took part in a questionnaire (n = 197). Former student teachers who had taken such a course in drama were interviewed in depth (n = 9). Almost all student teachers - both those who had and had not received IDT-training-shared the belief that IDTs have added pedagogical value. The majority of student teachers who had not had drama training indicated that they did not often implement IDTs in their classes. Former student teachers who had IDT-training continued to integrate IDTs with some regularity. Both groups provided valuable input on the components that should be included in a future IDT-training module for both student teachers and in-service teachers. Our findings give rise to the hypothesis that training can play a key role in galvanizing teachers to implement IDTs, and allow us to formulate design criteria for an innovative training module.https://doi.org/10.2478/jolace-2022-0001improvisational dramaspeaking skillsforeign language teacher education |
| spellingShingle | Goodnight Kristina van Beuningen Catherine de Graaff Rick Why all the drama? Perceptions and Experiences of Foreign Language Student Teachers on Training in Improvisational Drama Pedagogy Journal of Language and Cultural Education improvisational drama speaking skills foreign language teacher education |
| title | Why all the drama? Perceptions and Experiences of Foreign Language Student Teachers on Training in Improvisational Drama Pedagogy |
| title_full | Why all the drama? Perceptions and Experiences of Foreign Language Student Teachers on Training in Improvisational Drama Pedagogy |
| title_fullStr | Why all the drama? Perceptions and Experiences of Foreign Language Student Teachers on Training in Improvisational Drama Pedagogy |
| title_full_unstemmed | Why all the drama? Perceptions and Experiences of Foreign Language Student Teachers on Training in Improvisational Drama Pedagogy |
| title_short | Why all the drama? Perceptions and Experiences of Foreign Language Student Teachers on Training in Improvisational Drama Pedagogy |
| title_sort | why all the drama perceptions and experiences of foreign language student teachers on training in improvisational drama pedagogy |
| topic | improvisational drama speaking skills foreign language teacher education |
| url | https://doi.org/10.2478/jolace-2022-0001 |
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