Experiencing drama in a Swiss context: a tale of two student teachers

Abstract

In this article I examine the potential of including embodied teaching and learning through drama in teacher training in Switzerland, a concept which is novel in that context. In particular, I focus on two student teachers at the University of Teacher Education Zug, who volunteered to explore drama as a tool for teaching and learning across the primary curriculum. After working with drama intensely over three semesters, the novice teachers reported increased confidence and reduced anxiety regarding their first year of teaching. Additionally, they reported feeling an increased sense of empathy, flexibility, and spontaneity in the classroom.