Biography

This paper attempts to analyze and understand why drama educators find the teacher in role strategy so challenging and looks for ways to further support teachers in applying this strategy in their classroom practice. Teachers, in qualifying as drama educators, have many opportunities to participate in dramatic exploration where the various facets of working in role are employed, worked and analyzed. While teachers are struck by the power of teaching in role, many still have considerable difficulty integrating it into their daily drama programs while others avoid it entirely. As a drama educator, in both the university setting and in a secondary school, I take another look at what might be at issue here and offer suggestions on how to make this strategy less daunting. The many teachers who courageously seek to learn and struggle within the evolving and often ambiguity-laden work of employing drama in the classroom have contributed greatly as inspiration for my thoughts and analysis