The present study investigates the impact of a school play on the identity formation of six English as a Second Language (ESL) learners attending a local EMI secondary school. Data pertaining to students’ perception of their participation in the school play was collected through semi-structured interviews and diary entries over a period of four months. The findings show all participants generally view the group experience and the social interaction in the school play community as the major factors boosting their sense of belonging and engagement with the community at large. A number of generally positive (and evolving) multiple identities have been identified in the study as a result of the of social, cultural and symbolic capital accumulated by acquiring the English speaking proficiency needed on the stage. However, there is a slight difference between participants who assume a more major role and those who take up a minor role in regard to their level of engagement in the school play. Some informants acknowledge the difficulty in gaining a legitimate membership in the school play. Nevertheless, the general findings all point to the view that the school play supports the participants in the process of becoming a member of an ESL Community of Practice. / published_or_final_version / Education / Master / Master of Education

Educators employing process drama, a non-presentational dramatic form, establish memorable classroom environments where students co-author their learning with teachers. Process drama facilitators often use the dramatic structure of teacher-in-role to guide and support the students. An instructor heightens tension, introduces new ideas, and encourages participation by engaging alongside students as a character. An educator employing process drama needs to determine the appropriate type of role to impact the development of a classroom drama; while negotiating tension felt between desires for student-led discovery and the necessity of meeting curriculum benchmarks. Academic studies establish process drama as a tool to aid English Students of Other Languages or ESOL classrooms. Process drama heightens comprehension, whole language usage and ownership of learning. Using the methodology of reflective practice I analyzed my teaching in role to determine how I negotiate diverse and conflicting objectives. I facilitated a six week process drama with four to six-year-old ESOL students at a learning centre in Hong Kong. This study improved this teacher’s understanding and usage of teacher-in-role. The ideals of a process centered classroom were not always realized, but the needs of the population necessitated adaption from expectations. The experiences of the researcher indicate ambiguous character may not be the best way to motivate dialogue among this population of ESOL students. Students’ age and English experience suggests using co-participant characters whose motivations are clearly defined. This study contributes to the discussion on what differing "role iv types" offer facilitators of process drama and how it may be used to meet demands of curriculum including development of performances. Process drama with very young students presents a field for further research investigating methods and practices to effectively structure process dramas that address their learning.

教師學習「戲劇教學法」近年成為了教師專業發展的一種方式。不少外國的研究發現「戲劇教學法」課堂與一般課堂有很大的不同，當教師們學習掌握這些課堂時，這個學習過程本身對教師來說可能已經是一次專業發展的機會。然而，在香港，不單此方面的研究甚少，甚至連「戲劇教學法」的實踐或研究都甚少。不少前線教師甚至會對這種教學法有一定的誤會。 / 本研究旨於以「教師學習」的角度探討教師們學習「戲劇教學法」的過程。首先會檢視教師們如何就這種教學法的獨特本質，包括其教學意義、對教師來說的困難及挑戰、以及如何克服，進行意義理解。同時本研究亦會以「系統思維」的理論來分析教師們學習「戲劇教學法」時的各項學習條件，從而了解不同學習條件會如何對他們的學習產生影響。而本研究亦會透過分析教師們的學習過程，了解教師們的相關學習需要怎樣的支援模式。最後，本研究會分析教師們的學習結果，藉此了解相關學習過程，在「教師專業發展」的角度來說，對教師們產生了甚麼樣的影響。 / 因此，本研究採用質化研究的方法，並選取了五間學校，運用訪談與觀察相結合的方法，研究十四位教師透過校外到校前線支援的方式學習「戲劇教學法」的過程。研究發現，教師們在學習過後，對相關教學法的意義理解各有不同程度不同層次的轉變。教師們的學習結果，以及他們自己關於教學上的轉變，都各有不同。而教師們的轉變達到甚麼層次，則明顯受到各項學習條件的影響。 / 總括而言，教師學習「戲劇教學法」之後，自己亦會產生一定的轉變。當中的轉變包括對相關教學法的理解，以及對教學本身的反思。而轉變的程度和層次則受到相關的學習條件影響。本研究按教師們的學習經歷，提出有利於教師學習「戲劇教學法」的支援模式與學習條件的建議，可供日後參考。 / Teachers Learning Drama-in-Education has become a kind of Teacher Professional Development method recently. Several Overseas researches found that Drama-in-Education lessons different from ordinary lessons vastly. When teachers learn to use the techniques of Drama-in-Education, they might also get a chance for their professional development. However, such researches are very few in Hong Kong, so do the implementation of and research on Drama-in-Education. Many teachers in Hong Kong even have misconceptions about Drama-in-Education. / This research aims at investigating the process of teachers learning Drama-in-Education from the perspective of Teacher Learning. First of all, this research will investigate how teachers made sense of the special natures of this kind of teaching method, including the value for teaching and learning, the challenges and difficulties for teachers, and how to overcome. Also, this research will analyze the different learning conditions when teachers learnt Drama-in-Education from System Thinking approach, in order to understand the effect of different learning conditions on their learning. This research will also analyze the learning process of the teachers, in order to understand which kind of mode of support are needed for teachers to learn Drama-in-Education. Finally, the results of teachers learning will also be analyzed, to understand such learning process, in term of Teacher Professional Development, resulted in what kind of impacts on teachers. / Hence, this research will adopt Qualitative Research Method, and had chosen five schools. By interviews and observations, this research studied the learning process of fourteen teachers learning to use Drama-in-Education through frontline external support. This research found that after the learning process teachers changed in different degree and level in terms of the sense making of such teaching method. Their learning result and also the change on their own teaching varied across teachers. The level of change obviously depends on those learning conditions. / To conclude, teachers themselves did change to certain extent after they had learnt Drama-in-Education. That include the sense making of respective teaching method and also the reflection on their own teaching. The degree and level of change was affected by the learning conditions. This research based on the learning experience of the teachers, suggested some favourable mode of support and learning conditions for teachers learning Drama-in-Education, for future reference. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / 梁承謙. / Thesis (Ed.D.)--Chinese University of Hong Kong, 2012. / Includes bibliographical references (leaves 452-462). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in Chinese and English. / Liang Chengqian. / Chapter 第一章： --- 問題陳述 / Chapter 第一節 --- 研究背景 --- p.p.1 / Chapter 一、 --- 戲劇教育的發展與推行 --- p.p.2 / Chapter 二、 --- 香港教師對「戲劇教學法」的理解 --- p.p.6 / Chapter 第二節 --- 研究目的 --- p.p.10 / Chapter 第三節 --- 研究問題 --- p.p.12 / Chapter 第四節 --- 研究意義 --- p.p.13 / Chapter 第二章： --- 文獻綜述與評析 / Chapter 第一節 --- 戲劇教育的概念及其理論 --- p.p.17 / Chapter 一、 --- 戲劇教育的理論及其演進 --- p.p.18 / Chapter 二、 --- 戲劇教育的本質 --- p.p.21 / Chapter 2.1 --- 藝術融入教育的意義 --- p.p.21 / Chapter 2.2 --- 戲劇教育的基本概念 --- p.p.22 / Chapter 2.3 --- 戲劇教育活動的「社交及互動」特質 --- p.p.26 / Chapter 2.4 --- 戲劇教育活動的「即時自發」特質 --- p.p.28 / Chapter 2.5 --- 戲劇教育活動的「個人及參與」特質 --- p.p.30 / Chapter 2.6 --- 戲劇教育活動引發的「情緒投入」 --- p.p.33 / Chapter 三、 --- 戲劇作為學習媒介的特質 --- p.p.36 / Chapter 3.1 --- 戲劇作為學習媒介的基本概念 --- p.p.36 / Chapter 3.2 --- 戲劇作為學習媒介與讓學生經歷有質素的過程 --- p.p.40 / Chapter 3.3 --- 戲劇作為學習媒介與把經歷概括化及概念化 --- p.p.42 / Chapter 3.4 --- 「戲劇教學法」的課堂特點與帶領課堂原則 --- p.p.45 / Chapter 四、 --- 教師學習「戲劇教學法」的挑戰 --- p.p.49 / Chapter 第二節 --- 教師學習及其專業發展模式 --- p.p.55 / Chapter 一、 --- 學習理論的演變 --- p.p.55 / Chapter 1.1 --- 知識的類別 --- p.p.55 / Chapter 1.2 --- 認知學習觀點與處境學習觀點 --- p.p.60 / Chapter 二、 --- 「教師學習」概念的更新 --- p.p.63 / Chapter 2.1 --- 教師教學信念的改變 --- p.p.64 / Chapter 2.2 --- 「反思」作為教師學習手法 --- p.p.69 / Chapter 2.3 --- 「學習社群」作為教師學習條件 --- p.p.73 / Chapter 2.4 --- 「教學的概念」作為教師學習條件 --- p.p.74 / Chapter 三、 --- 教師學習及專業發展的系統理論架構 --- p.p.75 / Chapter 3.1 --- 系統思維下的教師學習條件 --- p.p.79 / Chapter 第三節 --- 近期的研究發展 --- p.p.85 / Chapter 第三章： --- 概念框架與研究方法 / Chapter 第一節 --- 理論框架與研究問題. --- p.p.92 / Chapter 第二節 --- 研究方法 --- p.p.102 / Chapter 第三節 --- 研究設計 --- p.p.105 / Chapter 一、 --- 研究對象 --- p.p.105 / Chapter 二、 --- 資料的搜集、整理與分析 --- p.p.106 / Chapter 第四節 --- 研究效度、 --- p.p.110 / Chapter 一、 --- 研究效度 --- p.p.110 / Chapter 二、 --- 研究倫理 --- p.p.111 / Chapter 三、 --- 研究限制 --- p.p.112 / Chapter 第四章： --- 學習「戲劇教學法」的五所學校教師的經歷 / Chapter 第一節 --- 小學中文科：K校的故事 --- p.p.114 / Chapter 一、 --- K校推行「戲劇教學法」的背景與條件 --- p.p.114 / Chapter 二、 --- K校教師們的背景與學習「戲劇教學法」的經歷 --- p.p.116 / Chapter 三、 --- K校推行「戲劇教學法」的結果 --- p.p.117 / Chapter 第二節 --- 小學英文科：H校的故事 --- p.p.119 / Chapter 一、 --- H校推行「戲劇教學法」的背景與條件 --- p.p.119 / Chapter 二、 --- H校教師們的背景與學習「戲劇教學法」的經歷 --- p.p.121 / Chapter 三、 --- H校推行「戲劇教學法」的結果 --- p.p.123 / Chapter 第三節 --- 中學通識科：C校的故事 --- p.p.124 / Chapter 一、 --- C校推行「戲劇教學法」的背景與條件 --- p.p.124 / Chapter 二、 --- C校教師們的背景與學習「戲劇教學法」的經歷 --- p.p.126 / Chapter 三、 --- C校推行「戲劇教學法」的結果 --- p.p.128 / Chapter 第四節 --- 中學英文科：S校的故事 --- p.p.129 / Chapter 一、 --- S校推行「戲劇教學法」的背景與條件 --- p.p.129 / Chapter 二、 --- S校教師們的背景與學習「戲劇教學法」的經歷 --- p.p.130 / Chapter 三、 --- S校推行「戲劇教學法」的結果 --- p.p.132 / Chapter 第五節 --- 特殊學校中文科：F校的故事 --- p.p.135 / Chapter 一、 --- F校推行「戲劇教學法」的背景與條件 --- p.p.135 / Chapter 二、 --- F校教師們的背景與學習「戲劇教學法」的經歷 --- p.p.137 / Chapter 三、 --- F校推行「戲劇教學法」的結果 --- p.p.138 / Chapter 第六節 --- 教師學習跨校個案比較及小結 --- p.p.140 / Chapter 第五章： --- 教師學習「戲劇教學法」的理解意義過程之綜合分析 / Chapter 第一節 --- 教師本身對「戲劇教學法」的理解及認知基模 --- p.p.144 / Chapter 一、 --- 教師們學習前對「戲劇教學法」的理解與認知基模 --- p.p.145 / Chapter 二、 --- 教師們學習後對「戲劇教學法」的理解之轉變 --- p.p.150 / Chapter 第二節 --- 教師對「戲劇教學法」的本質之理解意義過程 --- p.p.156 / Chapter 一、 --- 關於「個人及參與」的理解意義過程 --- p.p.156 / Chapter 1.1 --- 教師們關於「個人及參與」於教學上的意義之理解 --- p.p.156 / Chapter 1.2 --- 教師們關於「個人及參與」的困難及挑戰之理解 --- p.p.159 / Chapter 1.3 --- 教師們如何克服「個人及參與」的困難及挑戰 --- p.p.164 / Chapter 二、 --- 關於「社交及互動」的理解意義過程 --- p.p.169 / Chapter 2.1 --- 教師們關於「社交及互動」於教學上的意義之理解 --- p.p.169 / Chapter 2.2 --- 教師們關於「社交及互動」的困難及挑戰之理解 --- p.p.173 / Chapter 2.3 --- 教師們如何克服「社交及互動」的困難及挑戰 --- p.p.176 / Chapter 三、 --- 關於「即時自發」的理解意義過程 --- p.p.179 / Chapter 3.1 --- 教師們關於「即時自發」於教學上的意義之理解 --- p.p.179 / Chapter 3.2 --- 教師們關於「即時自發」的困難及挑戰之理解 --- p.p.181 / Chapter 3.3 --- 教師們如何克服「即時自發」的困難及挑戰 --- p.p.184 / Chapter 四、 --- 關於「情緒投入」的理解意義過程 --- p.p.188 / Chapter 4.1 --- 教師們關於「情緒投入」於教學上的意義之理解 --- p.p.188 / Chapter 4.2 --- 教師們關於「情緒投入」的困難及挑戰之理解 --- p.p.192 / Chapter 4.3 --- 教師們如何克服「情緒投入」的困難及挑戰 --- p.p.193 / Chapter 五、 --- 關於「讓學生經歷有質素的過程」的理解意義過程 --- p.p.194 / Chapter 5.1 --- 關於「讓學生經歷有質素的過程」的要求及困難 --- p.p.195 / Chapter 5.2 --- 如何克服「讓學生經歷有質素的過程」的要求及困難 --- p.p.198 / Chapter 六、 --- 關於「把經歷概括化及概念化」的理解意義過程 --- p.p.205 / Chapter 6.1 --- 關於「把經歷概括化及概念化」的要求及困難 --- p.p.206 / Chapter 6.2 --- 如何克服「把經歷概括化及概念化」的要求及困難 --- p.p.211 / Chapter 七、 --- 關於帶領「戲劇教學法」課堂的原則之理解意義過程 --- p.p.214 / Chapter 7.1 --- 關於「教學內容」方面的帶領課堂原則 --- p.p.216 / Chapter 7.2 --- 關於「教學指示」方面的帶領課堂原則 --- p.p.220 / Chapter 第三節 --- 關於理解意義過程的綜合分析及小結 --- p.p.228 / Chapter 第六章： --- 教師學習「戲劇教學法」之學習條件及過程的綜合分析 / Chapter 第一節 --- 教師學習「戲劇教學法」之學習條件：教師的認知基模方面 --- p.p.235 / Chapter 一、 --- 教學的概念 --- p.p.236 / Chapter 二、 --- 目標感 --- p.p.241 / Chapter 三、 --- 概念輸入 --- p.p.248 / Chapter 四、 --- 反思 --- p.p.252 / Chapter 第二節 --- 教師學習「戲劇教學法」之學習條件：教師的學習處境方面 --- p.p.260 / Chapter 一、 --- 時間框架 --- p.p.260 / Chapter 二、 --- 團隊感 --- p.p.273 / Chapter 三、 --- 行動 --- p.p.285 / Chapter 四、 --- 學生回饋 --- p.p.292 / Chapter 第三節 --- 教師學習「戲劇教學法」之學習過程 --- p.p.301 / Chapter 一、 --- 校外支援期間教師的學習過程 --- p.p.301 / Chapter 1.1 --- K校教師的學習過程 --- p.p.303 / Chapter 1.2 --- H校教師的學習過程 --- p.p.309 / Chapter 1.3 --- C校教師的學習過程 --- p.p.312 / Chapter 1.4 --- S校教師的學習過程 --- p.p.317 / Chapter 1.5 --- F校教師的學習過程 --- p.p.324 / Chapter 二、 --- 校外支援完結後教師再實踐或教導其他人的學習過程. --- p.p.328 / Chapter 第四節 --- 相關學習條件及學習過程的綜合分析及小結 --- p.p.342 / Chapter 第七章： --- 教師學習「戲劇教學法」引發的轉變及學習結果 / Chapter 第一節 --- 教師學習「戲劇教學法」引發的轉變 --- p.p.353 / Chapter 一、 --- 相關概念 --- p.p.354 / Chapter 二、 --- 相關知識與技能 --- p.p.365 / Chapter 三、 --- 相關思維習慣 --- p.p.373 / Chapter 四、 --- 教學信念、習慣及對教學之理解 --- p.p.383 / Chapter 第二節 --- 教師學習「戲劇教學法」的學習結果之綜合分析 --- p.p.395 / Chapter 第八章： --- 結論、討論及建議 / Chapter 第一節 --- 研究結果概述 --- p.p.406 / Chapter 第二節 --- 研究結論 --- p.p.423 / Chapter 一、 --- 教師學習「戲劇教學法」的困難 --- p.p.424 / Chapter 二、 --- 相關學習需要示範、實踐及學校支持等條件的配合 --- p.p.426 / Chapter 三、 --- 教師的轉變與相關學習的意義 --- p.p.429 / Chapter 第三節 --- 相關理論的討論與反思 --- p.p.431 / Chapter 第四節 --- 相關政策的建議 --- p.p.434 / Chapter 一、 --- 教師學習「戲劇教學法」的條件與支援 --- p.p.434 / Chapter 二、 --- 教師學習「戲劇教學法」的起點與難點 --- p.p.436 / Chapter 三、 --- 教師學習「戲劇教學法」的進一步發展 --- p.p.438 / Chapter 四、 --- 在香港更有系統地推行「戲劇教學法」 --- p.p.441 / Chapter 第五節 --- 研究貢獻 --- p.p.443 / Chapter 一、 --- 理論貢獻 --- p.p.443 / Chapter 二、 --- 專業實踐貢獻 --- p.p.444 / Chapter 第六節 --- 研究限制及對未來研究的建議 --- p.p.446 / Chapter 一、 --- 本研究的研究限制 --- p.p.446 / Chapter 二、 --- 對未來研究的建議 --- p.p.447 / Chapter 附件一： --- 訪談問題 --- p.p.451 / 參考文獻 --- p.p.452