Conference Contribution Details
Mandatory Fields
Sinéad Ní Ghuidhir
IDIERI 7
International Drama in Education Research Institute
Limerick
Oral Presentation
Optional Fields
07-JUL-12
07-JUL-12
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A common problem with educators is that, despite our efforts to introduce new methods and strategies, invariably ‘we teach how we were taught.’ (Kerekes and King, 2010). Not only do we experience this dynamic in primary and secondary schools, but also within higher education (Ibid). If teachers do not implement creative strategies in their teaching, they prevent students from developing creative strategies in their own learning process (Sebo, 2011). Students come to initial teacher education with expectations of being taught as they were always taught. Many teachers entered the profession because they did well as students in schools, thus thinking that they already knew exactly how to teach before entering teacher education programmes (Haddix, 2008). In addition, classroom management is often a major source of worry for the preservice student teacher. There is a strong inclination to use disciplinary methods they experienced as pupils themselves, even if the student teacher desires to shy away from those methods which may have had a negative effect on them as children. Reflection on practice is a critical element in Initial Teacher Education and is useful in developing awareness of learning practices and self knowledge.   As a teacher educator, and mindful of the need to introduce new teaching and learning strategies into my own practice, I chose to use Forum Theatre in a practical session on classroom management. My use of Forum Theatre to teach disciplinary strategies in the classroom had unexpected results for one student, and validated my methods for me.   This paper outlines the use of drama on initial teacher education with relation to disciplinary issues in the classroom. Using the reflective writing of one particular preservice teacher, it explores his reaction to my methods and his reflection on his own learning, and outlines the transformation in his thinking on the usefulness of some aspects of  drama methods in his initial teacher education. 
Triennial Grant
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