The complex role of drama teaching and drama teachers’ learning trajectories in an Icelandic context

Rannveig Björk Thorkelsdóttir*

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

Abstract

The aim of this article is to shed light on the complex role of drama teaching and drama teachers’ learning trajectories. Within a socio-cultural framework of understanding, an ethnographic study was conducted on the culture and context of drama implementation in schools. The theory of practice architectures by Stephen Kemmis and Peter Grootenboer is used to interpret the findings. The findings reveal that the learning trajectories of drama teachers can both be seen as illustrating the significance of recognition and the importance of community and that drama teaching is recognised as a complex and demanding career.

Original languageEnglish
Pages (from-to)593-612
Number of pages20
JournalResearch in Drama Education
DOIs
Publication statusPublished - 2020

Bibliographical note

Publisher Copyright:
© 2020, © 2020 Informa UK Limited, trading as Taylor & Francis Group.

Other keywords

  • Drama
  • drama teaching
  • learning trajectories
  • novice drama teachers

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