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

•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 towa...

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Published inInternational journal of educational research Vol. 122; p. 102247
Main Authors Korkut, Perihan, Özmen, Kemal Sinan
Format Journal Article
LanguageEnglish
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
Online AccessGet full text
ISSN0883-0355
1873-538X
DOI10.1016/j.ijer.2023.102247

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Abstract •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.
AbstractList •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.
ArticleNumber 102247
Author Korkut, Perihan
Özmen, Kemal Sinan
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  organization: Muğla Sıtkı Koçman University, Turkiye
– sequence: 2
  givenname: Kemal Sinan
  surname: Özmen
  fullname: Özmen, Kemal Sinan
  organization: Gazi University, Turkiye
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Keywords Creative drama
Dynamic systems model of role identity
Teacher identity
In-service teacher training
English language teaching
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Snippet •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...
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StartPage 102247
SubjectTerms Creative drama
Dynamic systems model of role identity
English language teaching
In-service teacher training
Teacher identity
Title Development of drama into teacher identity: Exchanges and experiences of English teachers
URI https://dx.doi.org/10.1016/j.ijer.2023.102247
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