The research articles in this portfolio describe and analyse how process drama teachers use the special combination of content knowledge, pedagogical knowledge and knowledge gained in 'lifeworld' experiences (described in this portfolio as their 'professional craft knowledge') in order to promote learning. These publications also provide a detailed description of methods used in pre-service teacher education at the University of Sydney to enhance the development of professional craft knowledge in beginning teachers. The studies in this portfolio are framed within an interpretative research paradigm; the subject matter of the research is the way that teachers and learners in process drama collaborate to construct meaning. The methodology is primarily reflective practitioner research, recently described as one of drama's 'own innovative recommended research designs'. Qualitative methods have been used to collect and analyse relevant data. Separate sources of data are used to check the trustworthiness of the findings, through the process of crystallization : the alignment of sources such as reflective journals, outside observations, video records and oral reflections. Professional craft knowledge is developed by individual teachers as they reflect in action on the choices they see as available to them, as they work with their own classes. Often teachers are not conscious of the expertise they are developing; it quickly becomes tacit, embodied knowledge. However, reflecting upon their actions, teachers can usually explain why they acted as they did. The research articles in this Portfolio make use of reflection in and upon action in order to deconstruct the work of process drama teaching. As a collection these articles also examine how the use of reflective practices in pre-service education can facilitate and enhance the development of craft knowledge before teachers enter the professio / Doctor of Education

The most of it comes with experience, or? The Teacher Education Program for upper secondary school’s ability to prepare new (civics)teachers for their professional life. This study focuses on newly graduated civics teachers’ experiences of their teacher education inrelation to what they deem necessary to know in their current work as a teacher. The study aims tolearn more about in what extent the teacher education program can and should prepare teachers fortheir professional life, compared to what they learn while working as a teacher. More specifically,the aim is to study the subject studies and the didactics in civics at the teacher education program.The findings of this work are based on semi-structured interviews with ten teachers who teach civicsat upper secondary school level. The teachers also participated in a small digital survey and thoseresults are also included in this work. All the teachers graduated from Umeå university’s teachereducation program between 2019-2021. A Qualitative Data Analysis called The ConstantComparative Method has been used to systematically find patterns in the material. The study shows that teachers overall have different views on what is possible tolearn at a teacher education program, compared to what they must learn while working aftergraduation. Three different groups of teachers are identified. Firstly, a group of five teachers reckonthat the main purpose of the teacher education program should be to give the future teacher “a basis”- the rest “comes with experience”. It should thus primarily focus on subject studies. Secondly, twoteachers do not think that the teacher education program is necessary at all. They prefer to learn asthey go while working. Lastly, a third group of teachers argue that the teacher education programshould be more “teacher-specific” and thus include far more didactics. The teachers are providing many suggestions on what they think should be added tothe teacher education program. Looking at the subject studies, they first and foremost miss sometopics that they think the teacher education program can and should contain. For instance, sevenout of ten teachers want the subject studies to talk more about Media, since it is something that theteachers need to teach about according to the steering documents. Moreover, all teachers agree thatthey should be taught on how to talk about topics in the classroom that are considered sensitive orprivate for the students. In addition, the teachers want more didactics during their studies at theteacher education program. Above all, they would prefer to know more about didactic methods, andthey want to have the chance to create materials which could be in use after graduation.

This thesis reports on how primary and secondary teachers' knowledge influenced the implementation of a Year 1-10 science syllabus which was introduced into Queensland in 1999. The study investigated how the teachers' knowledge of the primary and secondary teachers differed and how teachers' knowledge impacted on the implementation of the science curriculum. Teacher knowledge otherwise referred to as teacher beliefs and practices has been acknowledged as an influence in the implementation of curriculum. Yet, a considerable portion of curriculum evaluation has focused on measuring the successful implementation of the intended curriculum and not the enactment. As a result, few studies have investigated how the curriculum has been influenced by teacher knowledge or have compared primary and secondary teacher knowledge. Furthermore, in order to provide a seamless grade one to ten science syllabus it is necessary to compare primary and secondary teacher beliefs and practices to determine whether or not the beliefs and practices held by these two groups of teachers is similar or dissimilar and how these beliefs and practices in turn, impact on the implementation of a curriculum. The research adopted Eisner's (1991) methodology of educational criticism and used a comparative case study approach to investigate the teacher knowledge of four primary and three secondary teachers. Data were presented as a dialogue between three composite characters, a lower primary, a middle/upper primary and a secondary teacher. The results revealed that teachers utilised three sets of beliefs to shape the implementation of the science curriculum. These were categorised as expressed, entrenched and manifested beliefs. The primary and secondary teachers did possess similar sets of beliefs and knowledge bases but their strategies for implementation in some instances were different. Furthermore, these sets of beliefs and knowledge bases served as motivator or an inhibitor to teach science in the manner that they did. A theoretical model was developed to explain how these sets of beliefs influenced the curriculum. This study provides professional developers with a framework to observe teacher beliefs in action and thereby to assist in the facilitation of curriculum change.