Drama In Primary Education: The Impact Of In-Service Cpd Training On The Use Of Drama In The Primary Classroom

This research aims to establish whether primary school teachers’ perceptions of drama in the primary school (based on past experiences, during initial training and throughout their professional career development) can be influenced through in-service continuing professional development (CPD), using drama-based games, focusing specifically on living theory awareness and development (an element of teacher identity). The work is based on an adaptation of Özmen’s BEING Model (2011), which emerges from ideas that originated from the theories of method acting or ‘The Method’ by Stanislavski (1949, 1972). The BEING model provides a qualitative, interpretivist living theory methodology for the research, which focuses on a small sample of teachers, across the Early Years Foundation Stage (EYFS), Key Stage One and Key Stage Two. The study utilises reflective diaries and focus groups to discuss the impact of the drama games. Fourteen members of staff, from a single school, from the primary department of an independent school in the East Midlands took part in the study. They ranged in age, gender, teaching experience and drama experience. Open coding and content analysis were used to analyse the data. The study found that extended CPD training could change the lived experiences and perceptions of drama. Participants experienced a change in their attitudes towards drama and their use of it in the classroom. They also highlighted the benefits of improved relationships with colleagues and appreciated the opportunity to use extended CPD sessions for reflecting on their own learning experiences, their pupils and their professional practice