Date of Award

2019

Publication Type

Master Thesis

Degree Name

M.Ed.

Department

Education

First Advisor

Cam Cobb

Keywords

community of praxis, co-teaching, drama education, drama praxis, pre-service co-teaching, student teaching

Rights

info:eu-repo/semantics/openAccess

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Abstract

Many colleges of education are adopting co-teaching as a strategy for teacher candidate field work. Drama education is a collaborative methodology, rarely taught in Ontario colleges of education, which may provide a framework for developing robust co-teaching skills among pre-service teachers in Ontario and elsewhere. This descriptive case study examines an undergraduate drama education program in Ontario which uses drama praxis methodology to teach collaborative skills to developing teachers and community leaders. The findings of this study show parallels between drama education skills and co-teaching skills, and provide teacher educators with a contextual overview of the ways in which drama can be used to develop and reinforce collaborative co-teaching skills. An examination of the structural components of the drama education program also allow teacher educators to adapt its strategies and frameworks for use in their own co-teaching programs.

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