Understanding reading teachers’ self-directed use of drama-based pedagogy in an under-resourced educational setting: A case study in China

Abstract

This case study explores the trajectory of a reading teacher’s self-directed development when implementing drama-based pedagogy in an under-resourced College in China. Through qualitative analyses of multiple data sources collected over one semester, the study demonstrates that the teacher’s self-directed use of drama-based pedagogy following teacher student joint learning of reading texts was contextually driven with his use of drama-based pedagogy being partially motivated by its potential to engage his students’ interest in reading learning. The teacher was able to dynamically adjust and refine his implementation of drama-based pedagogy in relation to his students’ post-reading reading reflections, their drama planning and dramatic presentations, their post-performance reflections, as well as their in-class learning. The students’ increased interest for reading and improved literacy development in the latter part of the semester augmented the teacher’s confidence in drama-based pedagogy, and feelings of self-empowerment resulting from his self-directed development. The study concludes that, along with teachers’ efforts to deal with the dynamic complexities of better meeting students’ needs, the self-directed use of drama-based pedagogy can be a helpful and accessible tool to support reading teachers to re-conceptualize their self-directed development in an under-resourced educational context.