Open AccessEngaging Pre-Service Teachers in the Drama in Teacher Leadership
Author(s) -
Jerome Cranston,
Kristin Kusanovich
Publication year - 2017
Publication title -
art/research international
Language(s) - English
Resource type - Journals
ISSN - 2371-3771
DOI - 10.18432/r22s75
Subject(s) - scripting language , pedagogy , class (philosophy) , qualitative research , focus group , educational leadership , drama , psychology , participant observation , injustice , sociology , social psychology , computer science , social science , art , literature , artificial intelligence , anthropology , operating system
This paper presents the findings of a qualitative research study that examined the effects of a transdisciplinary ethnotheatre workshop designed to support the professional development of school leaders as they navigate the complexities of teacher leadership. The site of inquiry was a pre-service teacher leadership workshop held in a graduate school class where participants analyzed, witnessed, and enacted ethnodramas, problematizing tensions in teacher leadership. Using a constant comparative approach, the participant journals were read and re-read, coded, and then categorized thematically with particular focus on negative case analysis. The authors present excerpts from the ethnodrama scripts used in the workshop alongside the research findings, which suggest that, while some participants perceived the injustice of a given situation presented in the ethnodrama, and could articulate how the process of ethnotheatre created avenues for learning about the lived reality of teacher leaders, others indicated either a lack of awareness or a tacit acceptance of the bullying and discriminatory behaviors embedded within the scripts.