Teachers as researchers: pursuing qualitative enquiry in drama classrooms

Abstract

This article explores the role of teachers as researchers, advocating their value as reflective practitioners charged with investigating and reporting on their own drama praxis; outlines some overarching qualitative approaches that teachers may find useful in observing and, if necessary, changing drama classrooms; and draws attention to a number of fundamental issues surrounding drama in education that might form useful content for teacher-led enquiries.

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