Student teachers on stage: collaborative practices and a gender perspective through drama / Futuros docentes en el escenario: prácticas colaborativas y perspectiva de género a través de la obra dramática

• Published in: Cultura y educacion Vol. 37; no. 1; pp. 214 - 236
• Main Authors: Caamaño-Rojo, María José, Gillanders, Carol, Domínguez-Lloria, Sara, Cortizas-Varela, Olalla, González-Reyes, Amaya
• Format: Journal Article
• Language: English
• Published: London, England SAGE Publications 01.03.2025
• Subjects: theatre; perspectiva de género; gender perspective; colaboración docente; proyectos interdisciplinarios; teacher collaboration; interdisciplinary projects; initial teacher education; formación docente inicial; teatro
• ISSN: 1135-6405; 1578-4118
• DOI: 10.1177/11356405251314736

Initial teacher education must envisage spaces that provide students with opportunities to experience a collaborative culture during their training, promoting the acquisition of cross-curricular competencies and the comprehension of links between theory and practice, and encouraging the integration of a gender perspective in educational practices. Through an interdisciplinary project in which three subjects of the teaching degree in primary education were involved, students produced a theatrical show for children. Although this type of practice is not frequent in the Spanish university context, the results suggest that implementing projects of this kind provides multiple benefits for the participants. The development of basic and cross-curricular competencies, such as collaboration, teamwork, adaptability, communication and creativity, are underscored. Furthermore, very enriching synergies are created between the different fields of knowledge that favour the development of a holistic and globalized education.