Collaborating on Drama and the Curriculum: a site‐based, peer‐mediated, teacher in‐service project

Abstract

Abstract Although ineffective in precipitating change in either teacher attitudes or behaviours, single‐session workshops remain the most prevalent form of drama in‐service education available to practising educators. The project described in this paper documents an alternative approach, by tracing the evolution of a peer‐mediated, site‐based programme that focused on drama as the target of enhanced teacher practice. A collaborative initiative, the project required active participation from four key players: the school superintendent, principal, teachers, and peer‐coach. Post‐project reflections address six pertinent topics: the importance of administrative support; learning stages in the staff development process; sources of teacher satisfaction; teacher attitudes toward drama and in‐service education; student learning observed; and persistent problems and challenges to collaborative professional growth.