Towards a problem-posing pedagogy: Using teacher-in-role in a special needs classroom

IF 0.8 Q3 EDUCATION & EDUCATIONAL RESEARCH
Phemelo C. Hellemann
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引用次数: 0

Abstract

Background: Teacher-in-role (t-i-r) drama method is explored as a pedagogical approach that can transform special needs curricula in South Africa.Aim: To use t-i-r to create a collaborative educational environment between learners and teachers. This article drew on Paulo Freire’s problem-posing pedagogy as a framework that encourages critical thinking and engagement.Setting: The study took place in the Skills Phase classroom, which handles school-to-workplace transitions at a local special school in a small town.Methods: This practice-led research study reflects on the uses of Dorothy Heathcote’s teacher-in-role to extend the curriculum beyond the Foundation Phase (Grade 3) level. The lessons involved a series of practical cross-curricular drama lessons that integrated topics from the Life Orientation (Grade 10–12) and the Drama (Creative Arts Grade 7–9) curriculum. The topics encouraged better linkages to work environment capabilities such as communication and problem-solving.Results: The findings revealed that combining drama-based pedagogy with Freire’s problem-posing pedagogy can help learners become decision-makers and problem-solvers in the classroom. As a result, the learners improved their critical thinking skills, self-esteem and confidence.Conclusion: The paper showed how drama-based pedagogy within a South African context of learning disability is an area that remains untapped, thus advocating for the uses of this approach as a possibility in improving special needs curricular implementation and practice.Contribution: The research provided insight into the care and education of special needs learners. Thus, it contributes to the growing academic literature on Drama-in-education (D-i-E) and inclusion in special needs schools in drama practices in South Africa.
走向一种提出问题的教学法:在特殊需求课堂中使用教师角色
背景:教师角色扮演(t-i-r)戏剧方法被探索为一种可以改变南非特殊需求课程的教学方法。目的:利用t-i-r在学习者和教师之间创造一个合作的教育环境。本文借鉴了保罗·弗雷尔的问题,将教育学作为一个鼓励批判性思维和参与的框架。背景:这项研究在技能阶段的课堂上进行,该课堂在小镇上的一所当地特殊学校处理学校到工作场所的过渡。方法:这项以实践为导向的研究反思了多萝西·希思科特的教师在角色中的作用,将课程扩展到基础阶段(三年级)之外。这些课程包括一系列实践性跨课程戏剧课程,整合了生活定向(10-12年级)和戏剧(7-9年级创意艺术)课程的主题。这些主题鼓励人们更好地将沟通和问题解决等工作环境能力联系起来。结果:研究结果表明,将基于戏剧的教学法与弗雷尔的问题提出教学法相结合,可以帮助学习者成为课堂上的决策者和问题解决者。结果,学习者提高了他们的批判性思维能力、自尊和信心。结论:该论文表明,在南非学习障碍的背景下,基于戏剧的教学法是一个尚未开发的领域,因此主张将这种方法作为改进特殊需求课程实施和实践的一种可能性。贡献:该研究深入了解了特殊需求学习者的护理和教育。因此,它有助于增加关于戏剧教育(D-i-E)的学术文献,并将其纳入南非戏剧实践的特殊需求学校。
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来源期刊
South African Journal of Childhood Education
South African Journal of Childhood Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
1.90
自引率
11.10%
发文量
50
审稿时长
25 weeks
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