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dc.contributor.authorHulse, Bethan*
dc.contributor.authorOwens, Allan*
dc.date.accessioned2017-03-21T17:12:43Z
dc.date.available2017-03-21T17:12:43Z
dc.date.issued2017-02-10
dc.identifierhttps://chesterrep.openrepository.com/bitstream/handle/10034/620446/Chester%20Rep%20Manuscript.pdf?sequence=13
dc.identifier.citationBethan Hulse & Allan Owens (2019) Process drama as a tool for teaching modern languages: supporting the development of creativity and innovation in early professional practice, Innovation in Language Learning and Teaching, 13(1), 17-30.en
dc.identifier.doi10.1080/17501229.2017.1281928
dc.identifier.urihttp://hdl.handle.net/10034/620446
dc.descriptionThis is an Accepted Manuscript of an article published by Taylor & Francis in Innovation in Language Learning and Teaching on 10/02/2017, available online: http://dx.doi.org/10.1080/17501229.2017.1281928en
dc.description.abstractThis paper reflects on issues arising from a research-informed learning and teaching project intended to enable student teachers of Modern Languages (MLs) to experiment with the use of unscripted ‘process drama’ in their classroom practice. The idea that process drama could become part of the language teacher’s repertoire has been in circulation for some time (Kao and O’Neill, 1998; Bräuer, 2002; Fleming, 2006; Stinson and Freebody, 2006; Giebert, 2014) yet there is little evidence to suggest that its use has become widespread in schools in England. The aim of the project was to enable student teachers to acquire drama teaching techniques which they could incorporate into their own practice in order to enrich the learning experiences their students through creative and imaginative use of the foreign language in the classroom. The research was undertaken over a period of three years by two teacher educators on a secondary initial teacher education programme in a university in England. The paper concludes that it is both possible and desirable for student teachers to encounter alternative approaches which challenge the norm and that with support they may develop innovative practices which can survive the ‘the ‘crucible of classroom experience’ (Stronach et al. 2002, p.124).
dc.language.isoenen
dc.publisherTaylor and Francis
dc.relation.urlhttp://www.tandfonline.com/eprint/prPckrYgtfQIpwjTpC4n/full
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/en
dc.subjectProcess drama
dc.subjectModern languages
dc.subjectTeacher education
dc.subjectCreativity
dc.titleProcess Drama as a tool for teaching modern languages:supporting the development of creativity and innovation in early professional practice
dc.typeArticle
dc.identifier.eissn1750-1237
dc.contributor.departmentUniversity of Chesteren
dc.identifier.journalInnovation in Language Learning and Teachingen
or.grant.openaccessYesen
rioxxterms.funderUnfundeden
rioxxterms.identifier.projectUnfundeden
rioxxterms.versionAMen
rioxxterms.versionofrecordhttps://doi.org/10.1080/17501229.2017.1281928
rioxxterms.licenseref.startdate2018-08-10
refterms.dateFCD2019-01-11T11:06:15Z
refterms.versionFCDAM
refterms.dateFOA2018-08-10T00:00:00Z
html.description.abstractThis paper reflects on issues arising from a research-informed learning and teaching project intended to enable student teachers of Modern Languages (MLs) to experiment with the use of unscripted ‘process drama’ in their classroom practice. The idea that process drama could become part of the language teacher’s repertoire has been in circulation for some time (Kao and O’Neill, 1998; Bräuer, 2002; Fleming, 2006; Stinson and Freebody, 2006; Giebert, 2014) yet there is little evidence to suggest that its use has become widespread in schools in England. The aim of the project was to enable student teachers to acquire drama teaching techniques which they could incorporate into their own practice in order to enrich the learning experiences their students through creative and imaginative use of the foreign language in the classroom. The research was undertaken over a period of three years by two teacher educators on a secondary initial teacher education programme in a university in England. The paper concludes that it is both possible and desirable for student teachers to encounter alternative approaches which challenge the norm and that with support they may develop innovative practices which can survive the ‘the ‘crucible of classroom experience’ (Stronach et al. 2002, p.124).
rioxxterms.publicationdate2017-02-10
dc.dateAccepted2017-01-10
dc.date.deposited2017-03-21


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