Seeding Shakespeare and Drama in Diverse 21st-Century Classrooms through a Cross-National Partnership: New Teachers' Challenges and Early Practices

Autor/inn/en	Athanases, Steven Z.; Sanchez, Sergio L.
Titel	Seeding Shakespeare and Drama in Diverse 21st-Century Classrooms through a Cross-National Partnership: New Teachers' Challenges and Early Practices
Quelle	In: International Journal of Education & the Arts, 21 (2020) 23, (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1529-8094
Schlagwörter	Drama; English Literature; Learning Processes; Teaching Methods; Social Problems; Partnerships in Education; Educational Cooperation; International Cooperation; Teacher Attitudes; Self Esteem; Vignettes; Foreign Countries; Teacher Education Programs; Masters Programs; Beginning Teachers; Middle School Students; Middle School Teachers; Low Income Groups; United Kingdom (London); California (Sacramento) + Suchen Sie Ihr Suchwort? Schauspiel; Englische literatur; Learning process; Lernprozess; Teaching method; Lehrmethode; Unterrichtsmethode; Social problem; Soziales Problem; Hochschulpartnerschaft; Education; cooperation; Kooperation; Internationale Kooperation; Internationale Zusammenarbeit; Lehrerverhalten; Self-esteem; Selbstaufmerksamkeit; Ausland; Magister course; Magisterstudiengang; Junior teacher; Junglehrer; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Teacher; Teachers; Lehrer; Lehrerin; Lehrende
Abstract	Classroom drama holds promise for student learning across disciplines. When Shakespeare's works are included in diverse classrooms, supported by drama activities, students can embody, voice, and explore themes and societal issues, bringing such themes alive. This study documents challenges and opportunities reported by teachers in their first-year teaching as they participated in an innovative cross-national partnership between Globe Education, Shakespeare's Globe, London and the School of Education, University of California, Davis. Survey results found new teachers' value exceeded their self-confidence in implementing Shakespeare and drama-based practices in their teaching. Teachers managed to infuse drama activities in classrooms, conducted inquiry into students' responses, and reported the need for further preparation to enact program practices. Two vignettes of classroom work further illustrate challenges and possibilities of partnership practices, and highlight needed adaptive work for successfully incorporating drama and Shakespeare in classrooms to explore social, cultural, and historical conflicts, themes, and dilemmas. (As Provided).
Anmerkungen	International Journal of Education & the Arts. 1310 South 6th Street, Champaign, IL 61820. Tel: 402-472-9958; Fax: 402-472-2837; Web site: http://www.ijea.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01