Understanding drama teaching in compulsory education in Iceland: A micro-ethnographic study of the practices of two drama teachers
The rationale for this study is that drama was included in the national curriculum framework in Iceland for the first time in 2013. As a result, there were considerable tensions connected with how Icelandic schools could or should embrace this newcomer to the curriculum, whether the necessary compet...
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Format: | Doctoral or Postdoctoral Thesis |
Language: | English |
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Norwegian University of Science and Technology Faculty of Social Sciences and Technology Management Programme for Teacher Education
2016
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Online Access: | https://hdl.handle.net/20.500.11815/186 |
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ftopinvisindi:oai:opinvisindi.is:20.500.11815/186 2023-05-15T16:49:37+02:00 Understanding drama teaching in compulsory education in Iceland: A micro-ethnographic study of the practices of two drama teachers Thorkelsdóttir, Rannveig Anna-Lena Øster Svanborg Rannveig Jónsdóttir Uppeldis- og menntunarfræðideild (HÍ) Faculty of Education Studies (UI) Menntavísindasvið (HÍ) School of Education (UI) Háskóli Íslands University of Iceland 2016-08-31 285 https://hdl.handle.net/20.500.11815/186 en eng Norwegian University of Science and Technology Faculty of Social Sciences and Technology Management Programme for Teacher Education 9788232617753 https://hdl.handle.net/20.500.11815/186 info:eu-repo/semantics/openAccess Drama teaching practices Practice architectures Learning trajectories of teachers Ethnography in education Ecology model Leiklistarkennsla Grunnskólar Starfshættir Starfsþróun Kennarar Eigindlegar rannsóknir Doktorsritgerðir info:eu-repo/semantics/doctoralThesis 2016 ftopinvisindi https://doi.org/20.500.11815/186 2022-11-18T06:51:28Z The rationale for this study is that drama was included in the national curriculum framework in Iceland for the first time in 2013. As a result, there were considerable tensions connected with how Icelandic schools could or should embrace this newcomer to the curriculum, whether the necessary competence existed to teach the subject and what kind of status drama could achieve among the other subjects in school. The overarching research question is: How is drama as a subject implemented in Icelandic compulsory education? Within a socio-cultural framework of understanding, an ethnographic study of the culture and the context for the implementation of drama was carried out. The ethnographic account is based on thick descriptions and thematic narrative analyses summed up as a cultural portrait of the drama teaching practices in Hillcrest (grade 5) and Mountain-line (grade 6) schools, respectively. The teaching practices of the drama teachers are described and interpreted from four perspectives, representing different curricular levels according to John Goodlad. The theory of practice architectures by Stephen Kemmis and Peter Grootenboer is used to interpret the findings. In this practice theory, practice is defined as a nexus of sayings, doings and relatings, dependent on the arrangements in the practice architectures. Enabling and constraining arrangements in the practice architectures connected to the implementation of drama as a subject in compulsory education are identified and discussed. An ecology model is suggested as a theoretical contribution and as an interpretive tool when analyzing how the classroom arena inhabited by teachers and students interacts with the different curriculum levels and the societal arena and culture. A dialectical tension is illustrated by a response loop influencing what can be achieved from the learning, including the influence of what Elliot Eisner calls an invisible curriculum. The study calls for changes in opportunities for the professional development of drama teachers. ... Doctoral or Postdoctoral Thesis Iceland Opin vísindi (Iceland) Elliot ENVELOPE(166.533,166.533,-70.883,-70.883) Hillcrest ENVELOPE(-135.090,-135.090,60.713,60.713) Newcomer ENVELOPE(-58.100,-58.100,-62.025,-62.025) |
institution |
Open Polar |
collection |
Opin vísindi (Iceland) |
op_collection_id |
ftopinvisindi |
language |
English |
topic |
Drama teaching practices Practice architectures Learning trajectories of teachers Ethnography in education Ecology model Leiklistarkennsla Grunnskólar Starfshættir Starfsþróun Kennarar Eigindlegar rannsóknir Doktorsritgerðir |
spellingShingle |
Drama teaching practices Practice architectures Learning trajectories of teachers Ethnography in education Ecology model Leiklistarkennsla Grunnskólar Starfshættir Starfsþróun Kennarar Eigindlegar rannsóknir Doktorsritgerðir Thorkelsdóttir, Rannveig Understanding drama teaching in compulsory education in Iceland: A micro-ethnographic study of the practices of two drama teachers |
topic_facet |
Drama teaching practices Practice architectures Learning trajectories of teachers Ethnography in education Ecology model Leiklistarkennsla Grunnskólar Starfshættir Starfsþróun Kennarar Eigindlegar rannsóknir Doktorsritgerðir |
description |
The rationale for this study is that drama was included in the national curriculum framework in Iceland for the first time in 2013. As a result, there were considerable tensions connected with how Icelandic schools could or should embrace this newcomer to the curriculum, whether the necessary competence existed to teach the subject and what kind of status drama could achieve among the other subjects in school. The overarching research question is: How is drama as a subject implemented in Icelandic compulsory education? Within a socio-cultural framework of understanding, an ethnographic study of the culture and the context for the implementation of drama was carried out. The ethnographic account is based on thick descriptions and thematic narrative analyses summed up as a cultural portrait of the drama teaching practices in Hillcrest (grade 5) and Mountain-line (grade 6) schools, respectively. The teaching practices of the drama teachers are described and interpreted from four perspectives, representing different curricular levels according to John Goodlad. The theory of practice architectures by Stephen Kemmis and Peter Grootenboer is used to interpret the findings. In this practice theory, practice is defined as a nexus of sayings, doings and relatings, dependent on the arrangements in the practice architectures. Enabling and constraining arrangements in the practice architectures connected to the implementation of drama as a subject in compulsory education are identified and discussed. An ecology model is suggested as a theoretical contribution and as an interpretive tool when analyzing how the classroom arena inhabited by teachers and students interacts with the different curriculum levels and the societal arena and culture. A dialectical tension is illustrated by a response loop influencing what can be achieved from the learning, including the influence of what Elliot Eisner calls an invisible curriculum. The study calls for changes in opportunities for the professional development of drama teachers. ... |
author2 |
Anna-Lena Øster Svanborg Rannveig Jónsdóttir Uppeldis- og menntunarfræðideild (HÍ) Faculty of Education Studies (UI) Menntavísindasvið (HÍ) School of Education (UI) Háskóli Íslands University of Iceland |
format |
Doctoral or Postdoctoral Thesis |
author |
Thorkelsdóttir, Rannveig |
author_facet |
Thorkelsdóttir, Rannveig |
author_sort |
Thorkelsdóttir, Rannveig |
title |
Understanding drama teaching in compulsory education in Iceland: A micro-ethnographic study of the practices of two drama teachers |
title_short |
Understanding drama teaching in compulsory education in Iceland: A micro-ethnographic study of the practices of two drama teachers |
title_full |
Understanding drama teaching in compulsory education in Iceland: A micro-ethnographic study of the practices of two drama teachers |
title_fullStr |
Understanding drama teaching in compulsory education in Iceland: A micro-ethnographic study of the practices of two drama teachers |
title_full_unstemmed |
Understanding drama teaching in compulsory education in Iceland: A micro-ethnographic study of the practices of two drama teachers |
title_sort |
understanding drama teaching in compulsory education in iceland: a micro-ethnographic study of the practices of two drama teachers |
publisher |
Norwegian University of Science and Technology Faculty of Social Sciences and Technology Management Programme for Teacher Education |
publishDate |
2016 |
url |
https://hdl.handle.net/20.500.11815/186 |
long_lat |
ENVELOPE(166.533,166.533,-70.883,-70.883) ENVELOPE(-135.090,-135.090,60.713,60.713) ENVELOPE(-58.100,-58.100,-62.025,-62.025) |
geographic |
Elliot Hillcrest Newcomer |
geographic_facet |
Elliot Hillcrest Newcomer |
genre |
Iceland |
genre_facet |
Iceland |
op_relation |
9788232617753 https://hdl.handle.net/20.500.11815/186 |
op_rights |
info:eu-repo/semantics/openAccess |
op_doi |
https://doi.org/20.500.11815/186 |
_version_ |
1766039761599856640 |