Classroom Drama for Literacy Engagement and Social Justice Explorations: New Teachers' First Attempts in Diverse Classrooms

• In Event: 43.034 - Understanding Practices and Impacts of Teacher Induction Programs

Abstract

Through a partnership with an international center for teaching drama, novice teachers participated in workshops during credential year, a weeklong summer experience at the international center, and a two-quarter inquiry-based MA program extending drama-based experiences. Our study contributes to literature that documents benefits of drama but does not document how teachers develop knowledge, skills, and practices for drama-based pedagogy. We report how new teachers adopted and adapted drama strategies in social studies, elementary, and English language arts (ELA) culturally and linguistically diverse classrooms in California. We extend the available literature, featuring immersion in a weeklong PD and teacher inquiry for asking questions of actual students in local classes, with intentional, systematic work (Cochran-Smith & Lytle, 2009).

Authors

• Sergio L. Sanchez, University of California - Davis

• Steven Z. Athanases, University of California - Davis