Breaking the Drama Deficit Cycle: Improving Student Teacher Confidence to Teach Primary Drama Through In-placement Scaffolding

Research shows that drama is often a marginalised subject in primary education, with many in-service and student teachers lacking confidence to teach drama effectively.This mixed-methods constructivist study investigated the impact of in-placement scaffolding, through the provision of support materials during school practicum, on student teacher confidence to teach primary drama.The 2020-21 intake of 191 pre-service primary teachers in a Scottish university were invited to participate. The study administered questionnaires at three stages and a total of 165 questionnaires were analysed. From the outset of their studies to just after their first teaching placement (mid-August to early December), three questionnaires gathered data on drama experience, confidence, curriculum knowledge and how respondents valued drama. Respondents were asked what they thought would support them in teaching drama and rated a range of scaffolding resources in order of perceived usefulness.Findings were consistent with previous research into the factors that impact student teacher confidence to teach drama, such as subject knowledge and personal experience. An unexpected finding was that, while it was concluded that the scaffolding resources positively impacted student confidence, it was knowing the scaffold was there if required, rather than the application of the resources in practice, that appeared to improve confidence. Findings from this study may help inform how teacher education providers support student teachers with primary drama education

Breaking the Drama Deficit Cycle: Improving Student Teacher Confidence to Teach Primary Drama Through In-placement Scaffolding

Research shows that drama is often a marginalised subject in primary education, with many in-service and student teachers lacking confidence to teach drama effectively.This mixed-methods constructivist study investigated the impact of in-placement scaffolding, through the provision of support materials during school practicum, on student teacher confidence to teach primary drama.The 2020-21 intake of 191 pre-service primary teachers in a Scottish university were invited to participate. The study administered questionnaires at three stages and a total of 165 questionnaires were analysed. From the outset of their studies to just after their first teaching placement (mid-August to early December), three questionnaires gathered data on drama experience, confidence, curriculum knowledge and how respondents valued drama. Respondents were asked what they thought would support them in teaching drama and rated a range of scaffolding resources in order of perceived usefulness.Findings were consistent with previous research into the factors that impact student teacher confidence to teach drama, such as subject knowledge and personal experience. An unexpected finding was that, while it was concluded that the scaffolding resources positively impacted student confidence, it was knowing the scaffold was there if required, rather than the application of the resources in practice, that appeared to improve confidence. Findings from this study may help inform how teacher education providers support student teachers with primary drama education

Transitioning identities in professional education:an appreciative enquiry

Higher education lecturers who have moved into teaching on professional education programmes from careers in professional practice are an under-researched group. Questions related to self-concept combined with wider social and sectoral issues relating to perceptions about the nature and purpose of higher education can affect the development of their new professional identity. Building on previous research into the experiences of new and developing academics, the research reported here sought to gain an understanding of the experiences and dispositions that contribute to shaping professional identity for those who have moved from professional practice into teaching roles in higher education within an education and social work faculty. Utilising an Appreciative Inquiry model, the objective of this research was to better understand participants’ professional perspectives and needs. Findings are organised around three areas: i) the importance of values and goals as catalysts for identity change, ii) the role of social and professional perceptions that impinge on (in)security of identity, and iii) the sense that academic identity development is an iterative and elastic process. These findings suggest the need for future research that engages with exploring how best to promote and nurture productive and satisfying academic careers for those moving between professional and professional education contexts