This paper will draw on research I have conducted with primary school teachers in Bethlehem. It attempts to assess the impact of drama on shaping the teachers’ practice in the classroom. My central research questions are: How do school teachers interact and behave in drama-based training sessions? How do they respond to this training? How does it affect their subsequent approach in the classroom? Where do the training results modify their approach to teaching? Why did this occur? Where has training not resulted in modifying the approaches to training? Why has change not occurred? I have used qualitative research methods and the interpretative approach so as to elicit the views and opinions of the teachers. An analysis of the data produced by the research demonstrates that drama has a positive impact on teachers’ perceptions of students. It also impacts beneficially on their own professional motivation and enhances their perception towards the teaching process. The drama-based training has helped them accept new concepts such as learner-centred education. In their classroom practice, teachers have shown an increased interest in learner’s participation. Their modified methodologies have taken learners’ needs and interests into account.
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Assistant Professor, Faculty of Education, Bethlehem University, Bethlehem, West Bank
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