Abstract
Primary teachers may facilitate children’s first formal experiences of drama, and as such, one Western Australian University was motivated to explore the experiences of its Bachelor of Education primary pre-service teachers. By investigating the experiences of pre-service teachers, the University academic staff could determine the prior experiences of drama on entering and graduating their teacher education course and hypothesise about the learning experiences these teachers may require during their time at university. Approximately 20% of both first and fourth-year students participated in a mixed methods study involving a questionnaire and follow-up semi-structured interviews. The researchers found positive drama experiences led to increased self-efficacy in teaching, and learning using drama.
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