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ERIC Number: EJ1411063
Record Type: Journal
Publication Date: 2024
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1356-9783
EISSN: EISSN-1470-112X
Available Date: N/A
Understanding Teachers' Self-Directed Development through Drama-Based Pedagogy: A Case Study of One English Writing Classroom
Xiaodong Zhang
Research in Drama Education, v29 n1 p117-135 2024
This qualitative case study explores the trajectory of one English writing teacher's self-directed development. The teacher's self-directed development incorporated the use of drama-based pedagogy, in assisting student writers' topic knowledge development. The study shows that the teacher's initial journey of self-directed development was zigzag, as it required him to constantly adapt his teaching based on understanding and meeting each student's individual needs. The interaction between the student writers' perceived usefulness of drama-based pedagogy in relation to their individual needs and the teacher's constant agency in solving emerging issues also enhanced the teacher's conceptualisation of the self-directed development.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China
Grant or Contract Numbers: N/A
Author Affiliations: N/A