Bridging the theory-practice divide in teacher education through process drama pedagogy: “You fully experience what you're learning”

Abstract

In this article, we critically examine one example of the theory-practice divide in initial teacher education (ITE) in the context of process drama. We report findings from research in Aotearoa New Zealand, where we explored ITE students’ experiences of embodied learning through process drama, on campus and in primary schools. Through a sociocultural lens, we analysed survey data and focus group interview transcripts. Our findings evidence the rich embodied learning through process drama that takes place on campus, but is rarely enacted in schools. We argue embodied learning can bridge the divide to merge theory and practice.