A Case Study of Collaboration between a Drama Specialist and Early Childhood Classroom Teachers in an Early Childhood Drama Program

Autor/in	Wee, Su-Jeong
Titel	A Case Study of Collaboration between a Drama Specialist and Early Childhood Classroom Teachers in an Early Childhood Drama Program
Quelle	In: International Research in Early Childhood Education, 2 (2011) 1, S.45-62 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1838-0689
Schlagwörter	Qualitative Research; Case Studies; Early Childhood Education; Drama; Teacher Collaboration; Teacher Role; Expectation; Interaction; Leadership Role; Interpersonal Communication; School Policy; Preschool Teachers; Elementary School Teachers; Kindergarten; Grade 1; Observation; Documentation; Literacy Education; Semi Structured Interviews + Suchen Sie Ihr Suchwort? Qualitative Forschung; Case study; Fallstudie; Case Study; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Schauspiel; Lehrerkooperation; Lehrerrolle; Expectancy; Erwartung; Interaktion; Interpersonale Kommunikation; Schulpolitik; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; School year 01; 1. Schuljahr; Schuljahr 01; Beobachtung; Dokumentation
Abstract	This article presents findings from a qualitative case study of a 9-week collaborative early childhood drama education program. It focuses on collaborations between a drama specialist and two early childhood classroom teachers at a private school in the Midwestern United States. A full-time drama specialist with educational background and professional experience in drama and two experienced early childhood teachers were the main participants. Analysis illustrates the participant teachers' roles, expectations, and interactions with each other. The results identify specific aspects that hindered the collaborative process at the individual teacher level (unclearly defined leadership, the lack of communication, and perceptions of insider versus outsider) and at the institutional level (the absence of school regulations and support). Suggestions including structured school-wide support and incentives in addition to individual teachers' efforts for a successful collaboration are provided. (As Provided).
Anmerkungen	Monash University Faculty of Education. McMahons Road, Frankston, Victoria, Australia 3199. e-mail: edu-irece@monash.edu; Web site: http://www.monash.edu/education/research/publications/journals/irece
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2018/2/04