Creating Roles to Facilitate Teacher Change

Abstract The purpose of this research project was to explore the functioning of a drama teacher support group established in 1991 in response to teachers’ requests. The objectives of the study were to describe the development of the teachers as they endeavoured to incorporate drama into their repertoire of teaching strategies, to examine the role of the group facilitators, and to monitor the development and role of the group itself. Specifically, the project was designed to provide direction for improving the use of drama as a context for learning, and through this, to examine alternative methods of delivering in‐service and professional development activities. The article ends with a discussion of the outcomes and their implications.