Researchers of drama education and literacy learning in Taiwan or the majority of western countries have suggested that the application of drama strategies in literacy teaching has a significant effect on students’ capacities for literacy learning. However, most research in Taiwan has been focused on the results and effects on the learner and not the teachers’ thoughts, problems, concerns and behaviours and there is an absence of research in Taiwan dealing with the problems and difficulties of implementation that the teacher who is new to using drama might face. Hence, one important consideration in this research is to investigate what kinds of factors or difficulties might impede or assist the motivation of teachers who are willing to bring new ideas and new materials, specifically the application of drama and picture books, to their literacy teaching. Another aim of this research, therefore, is to investigate the various dynamics and difficulties that might affect the success or otherwise of in-service education in drama for elementary teachers. This research explores five situations of experienced teachers Grade 3 teachers in four elementary schools in Taiwan while applying drama strategies and picture books in their literacy teaching. The data collection procedure was divided into two phases: the first phase of three interviews with the teachers I worked with and classroom observations made while they applied three teaching schemes in their classes; the second phase moving from the classroom level to the school level, and interviews with not only the teachers but also section administrators of the curriculum in each case school. The results of this study show that fear of the new application already had a negative effect which could reduce teachers’ commitments and motivation for change; especially when they were overloaded with their existing duties. In addition, the new application also indicated that there is a need to ensure that short courses are integrated within an overall framework for in-service development in drama education if there are to be positive outcomes of in-service work. Moreover, in this study, the school culture also affected the teachers’ practice and further professional development in these schools. In conclusion, although the results of this study cannot be generalised for the greater population of the elementary school teaching in Taiwan, it has provided valuable insights that might shape future professional development in this area. Ideally, this study will enable me to help develop effective, additional innovative programmes in Taiwan and provide other researchers with a framework for carrying out further research intended to improve the standard of teachers’ professional development.
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:720449 |
| Date | January 2016 |
| Creators | Wang, Hsiao-Ting |
| Publisher | University of Warwick |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Source | http://wrap.warwick.ac.uk/90067/ |
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