Abstract
Researchers worldwide have identified affective benefits of improvisational drama techniques (IDTs) on foreign language (FL) learners. Yet the characteristics of professional development programmes (PDPs) that could lead to long-term integration of drama among FL teachers appear largely undiscovered. Through expert interviews, a needs analysis questionnaire and a literature review, this study aimed to determine which design principles a PDP must fulfil to effectively address educational challenges surrounding IDT-implementation. The findings revealed that such training calls for a symbiosis between practical considerations, namely school environment and training conditions, and tapping into a mindset among FL teachers that allows them to (re)discover core beliefs and carry out IDTs with ‘artistry’.
| Original language | English |
|---|---|
| Pages (from-to) | 613-634 |
| Number of pages | 22 |
| Journal | Research in Drama Education |
| Volume | 28 |
| Issue number | 4 |
| DOIs | |
| Publication status | Published - 6 Feb 2023 |
Bibliographical note
Publisher Copyright:© 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
Funding
This work was supported by the HU University of Applied Sciences Utrecht. This grant was awarded in November, 2018 under number HRD-BB/kab/2018-439. The authors are not aware of any potential conflicts of interest.
| Funders | Funder number |
|---|---|
| HU University of Applied Sciences Utrecht | HRD-BB/kab/2018-439 |
Keywords
- foreign language
- improvisational drama
- speaking skills
- teacher professional development
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