“Some Teachers Will and Some Teachers won't" Personal and Contextual Constraints in the Use of Classroom Drama

Abstract

Experiences of initial responses to classroom drama, supported by literature, reveal that educators generally acknowledge its educational value and multifarious benefits. However, this acknowledgement does not automatically result in practice - benefits are recognised but educators continue not to make use of classroom drama. In order to understand this apparent incongruity between recognition of benefits and resulting practice, the purpose of this study was to examine constraints that may prevent educators from utilising drama. The aim was to identify strategies that could be used to address perceived constraints in the use of Drama in Education. The research conducted in this study related to classroom drama, generally, and Drama in Education, specifically, and consisted of two separate but inter complimentary phases.