Abstract
This paper explores the influence of arts pedagogy in modules designed for personal and professional learning in teacher education programmes and traces their legacy across other higher education programmes to which the authors contribute. They designed both modules for the inception of the revised Bachelor of Education programme in 2011 at Maynooth University, Ireland, and formerly at Froebel College, Dublin. The module objectives are broad and include personal learning and teacher identity and communication with key school community stakeholders. These include host teachers and other professionals, parents, and peers for a paired school placement which is partly framed by these modules (Stokes and Forrest, 2018). Drama is used widely to offer rich, relatable, authentic learning experiences to prepare society’s teachers. The authors consider the critical role of arts pedagogies in initial teacher education in ameliorating knowledge of the self and other in the development of empathy, endorsing Nossel’s (2016) view of art as having the ability to change minds, inspiring different perspectives and reimagining our worlds. Biffi et al. (2021) are also drawn upon to appreciate how the languages of art enables expression and connection not possible solely through words. This paper offers an opportunity for the authors to reflect deeply upon, and analyse the extent to which, drama pedagogy has influenced and ameliorated practice in developing these modules and in the conceptualisation of further education modules within and beyond initial teacher education programmes.
Presenters
Ruth ForrestDean/Professor/Lecturer, Education and Psychology, Longford International College, IRELAND, Ireland Triona Stokes
Drama Lecturer, Froebel Department of Primary and Early Childhood Education, Maynooth University, Ireland
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Drama as Pedagogy, Teacher Identity, Personal, Professional learning, Module Design
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