Reflections on a primary school teacher professional development programme on learning English through process drama

Reflections on a primary school teacher professional development programme on learning English through process drama

• To, Dora Lai Wa Hong Kong Art School
• Chan, Phoebe Yuk Lan Hong Kong Art School
• Lam, Krissy Yin
• Tsang, Yvonne Shuk Kuen

Research in Drama Education: The Journal of Applied Theatre and Performance, 16(4), 517-539, 2011

London

Routledge

2011

• M Teachers & Education for Teachers
  • MA Professional Education for Teachers
• G Curriculum, Teaching & Learning: Specific Disciplines
  • GB English Language
    • GBC Teaching Methods of Listening, Conversation, Speech & Their Outcomes

Second Language Teaching Primary School Teachers English (Second Language) Second Language Learning Teaching Methods Professional Development Classroom Communication Language Teachers Drama Education Primary Education

• Hong Kong

• 1997.7 onwards

• Primary Education

This article documents the authors' reflections on a teacher professional development programme conducted in 38 Hong Kong primary schools on the teaching of English through Process Drama. The authors draw upon the views of school principals, subject panel head teachers, English teachers, students and parents in focus group interviews to examine the learning and teaching experiences at the heart of the Programme. These reflections focus on how Process Drama can enhance second language acquisition by accommodating more affective factors in learning, by stressing creativity and by shifting the didactic discourse in the classroom to one that is more authentic and less threatening and which encourages increased amounts of student talk. The authors describe how, based on the focus group interview data, a piece of Verbatim Theatre was created and used as a stimulus to elicit deeper reflective responses to the Programme. They also reflect upon the level of understanding of Process Drama's complex pedagogy and artistry demonstrated by those teachers new to it and consider what further research might help the long-term implementation of drama in Hong Kong classrooms.
[Copyright of Roeper Review is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/13569783.2011.617099]

• English

Journal Articles

• 13569783

• 10.1080/13569783.2011.617099

https://bibliography.lib.eduhk.hk/bibs/f2250f27

2013-11-16