Development of drama into teacher identity: Exchanges and experiences of English teachers

• Published in: International journal of educational research Vol. 122; p. 102247
• Main Authors: Korkut, Perihan, Özmen, Kemal Sinan
• Format: Journal Article
• Language: English
• Published: Elsevier Ltd 2023
• Subjects: Creative drama; Dynamic systems model of role identity; English language teaching; In-service teacher training; Teacher identity; Creative drama; Dynamic systems model of role identity; Teacher identity; In-service teacher training; English language teaching
• ISSN: 0883-0355; 1873-538X
• DOI: 10.1016/j.ijer.2023.102247

•We propose a model to explain the development of drama into teacher identity.•We adopt Kaplan and Garner's (2017) dynamic systems model of role identity model.•Drama enters the identity system from the perceived action possibilities domain.•The other domains of DSMRI act as driving forces towards or away from drama. The importance of professional identity development in learning to teach has been highlighted in recent years. The present study examined the process of how English teachers develop a drama teacher role identity upon receiving in-service training on educational drama. The influence of the training was observed by means of interviews, observations, and reflective journals. The analysis, guided by Kaplan and Garner's (2017) Dynamic Systems Model of Role Identity (DSMRI), produced important hints on the conditions for the formation of a drama teacher identity. The findings indicated that the training program broadened the teachers’ perceived action possibilities and that a teacher's identification with drama depended on their institutional context, alignment of action possibilities, professional belief system, and self-perception.