Drama-based learning for teachers’ education in health promotion

Abstract

This chapter is ultimately about the ways that drama in education methodology enhances adult learning, in this case through professional development activities aimed at improving the instructional practices of teachers in health promotion curricula. It will explore the theoretical connections, between a drama in education based pedagogy, adult education and health promotion. Adult learning theories, such as self-direction, transformation and emancipation as well as social cognitive theory will be examined, in an attempt to explore synergistic ideas and goals they share with drama and the philosophy of health promotion. It will be claimed that teacher education through drama is extended beyond knowledge and skill development and addresses the personal identities and moral purposes of teachers, the cultures and contexts in which they work. Moreover, drama will be discussed as an experiential and education-in-negotiation format of professional development, in which teachers’ critical input for providing direction and meaning of planned initiatives and their outcomes, is strongly encouraged and cultivated. The Vygotskian paradigm will be proposed as a comprehensive epistemology for teacher education and a Foucauldian perspective will be offered as a promising theoretical basis for the elaboration of such a paradigm.