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Teachers in schools in Malaysia excessively use ‘role play’ to facilitate their teaching and learning. A form of theatre game known as ‘teacher in role’ is hardly used by Malaysian teachers although it is an instrumental technique for developing students’ learning ability. A research was conducted in a primary school to introduce the method of ‘teacher in role’. The teacher or facilitator takes on a role in the drama and plays along with the pupils. The teacher has to choose a piece of costume or a prop to signify that they are in the role. As soon as the teacher puts on the costume or picks up the prop, he/she becomes the chosen character and manages the learning opportunities from within the drama. Education 4.0, emphasizes on a holistic teaching method designed to assimilate critical thinking, scrutiny of emotion and moral values and to expand the learning experience and make it more relevant to everyday life situations and the ‘teacher in role’ method echos this principal. This research aims to put in practice the ‘teacher in role’ method in selected classrooms (History) as it can easily be used right across the curriculum to analyses its effectiveness in facilitating teaching and learning. The research will be conducted using the qualitative method in analyzing the effects of the History lessons via ‘teacher in role’. The outcome of the research is to re-instate the importance and to introduce history in a more relaxed and fun manner. This research is significant in helping students to liven their imaginary but at the same time to have the liberty to question, challenge and process their thoughts. Introduction The researchers would like to first thank Sultan Idris Education University, Tanjong Malim, Perak, Malaysia for granting the Geran Galakan Penyelidikan Universiti (The University Encouragement Research Grant) under the research code 201-0090-107-01 with a sum of RM 5000, which enabled the researchers to conduct the research successfully. In schools, ‘role play’ is exceptionally used by teachers to expedite teaching and learning. Distinctly, ‘teacher in role’, a form of theatre game is International Journal of Academic Research in Business and Social Sciences Vol. 9 , No. 5, May, 2019, E-ISSN: 2222-6990 © 2019 HRMARS 289 scarcely used by teachers although it is an invaluable technique for shaping the dramatic process and developing students’ learning. Upon investigation, the researchers deduced that there is evidently very little research is done on ‘teacher in role’ and as such, it was distinctively difficulty to source out literary resources on this subject matter. This could be due to the fact that ‘ teacher in role’ is relatively new and not much research has been conducted , and as such, a research based on prospect of ‘teacher in role’ being a ‘teaching tool’ was conducted in a primary school in Kuala Lumpur. There are 3 history teachers in the school of which two are female and the other, male. Two of the teachers are experienced in teaching the history subject for less than a year while the other has been teaching this subject for the last five years. The researcher conducted interviews with the teachers to determine their understanding of 21st century teaching and learning and on the ‘teacher in role’ method. Overall, the teachers do try to incorporate different learning styles based on the 21st century teaching methods and the teachers coherently agree that pupils face difficulties in concentrating, as history lessons require memorization of facts and dates. The teachers have never been exposed to the ‘teacher in role’ method and had it confused with ‘role play’. Explanation was provided as to how ‘teacher in role’ should be carried out. The researcher then conducted a series of meetings with the teacher concerned (chosen to conduct the teacher in role method based on her experience) and discussion on lesson planning was carried out. Objectives To identify auditory and kinesthetic learning styles through the Teacher in Role method. Methodology The research was based on a qualitative method whereby the sampling included teachers, 22 pupils and school administrators in which data was analyzed. Through this method, the researcher had direct contact with the stakeholders, situation, and phenomenon under investigation; the researchers ‘personal experiences and insights were an important part of the inquiry and critical to understanding the phenomenon. As such, this method focuses on data that was obtained based on focus group discussions (FGD) conducted with selected teachers to determine the number of pupils and teachers involved. The stakeholders were selected because they are “information rich” and illuminative. In – depth interviews with stakeholders such as teachers, pupils and administrators was conducted whereby questionnaires were provided before and after the teaching sessions. Pupils, teachers and the administrators were interviewed to gauge their understanding of the Teacher in Role method of teaching and learning. Data was collected through observations of the teaching and learning through the 'teacher in role' method. Findings The researcher chose 22 pupils to participate in this research. A series of Teaching and Learning was conducted to familiarize the pupils with the theatre game, ‘Teacher in Role’. A series of questionnaires were given to the students to gauge their understanding before and after the theatre games. Overall, an analysis of the data is as follows: International Journal of Academic Research in Business and Social Sciences Vol. 9 , No. 5, May, 2019, E-ISSN: 2222-6990 © 2019 HRMARS 290 Questionnaires Pre – Teacher in Role Question Number Number of pupils & Percentage (Yes) Number of pupils & Percentage (No) 1 22 (100%) 0 2 20 (90.91%) 2 (9.09%) 3 2 (9.09%) 20 (90.91%) 4 4 (18.19%) 18 (81.81%) 5 14 (63.64%) 8 (36.36%) 6 17( 77.27%) 5 (22.73%) 7 19 (86.36%) 3(13.64%) 8 5 ( 22.73%) 17 (77.27%) 9 18 (81.81%) 4 (18.19%) On the whole, based on the data collated, it can be deduced that the pupils agree that that teachers use learning aids during the teaching of History and that they are able to follow the lesson conducted but when it comes to doing revisions, 90.91% of the pupils do not place importance on revising the history lessons. This can be attributed to the lack of guidance on the subject of history. 81.81% of pupils also state that they do not favor memorizing historical facts, as it is tedious and time consuming. Interestingly, 36.36% of pupils admit that they are unable to follow the teacher’s teachings in class due to lack of concentration and conventional methods of teachings. 77.27% agree that essay questions are always a challenge and 81.81% of pupils state that they are inhibited during exams. As such, the researchers are able to conclude that history lessons taught in the school do not initiate interest amongst the pupils. The pupils were then presented with the ‘teacher in role’ method whereby the teacher played a part along with the pupils. The outcome of the lesson is as follows. International Journal of Academic Research in Business and Social Sciences Vol. 9 , No. 5, May, 2019, E-ISSN: 2222-6990 © 2019 HRMARS 291 Questionnaires after Teacher in Role was conducted Question STRONGLY AGREE AGREE DISAGREE STRONGLY DISAGREE 1 5 10 5 2 2 8 9 3 2 3 13 6 1 2 4 6 5 7 7 5 18 4 0 0 6 19 2 0 0 7 16 4 1 1 8 16 5 1 0 9 17 3 2 0 10 16 4 2 0 11 17 3 2 0

The Use of ‘Teacher in Role’ to Facilitate Teaching and Learning of History: Lessons in a Primary School