Fostering nonverbal immediacy and teacher identity through an acting course in english teacher education

Abstract

This research study focuses on integrating acting theories in pre-service English teacher education so as to improve nonverbal immediacy behavior and to contribute to the development process of teacher identity. Studies on incorporation of acting literature into teacher education provide educators with some significant findings clearly indicating that certain teacher competences can be fostered effectively by benefiting from acting theories and practices. While focusing on different aspects and competences of the teaching profession, these studies are in a general accord with the idea that teacher education programs should give more attention to actor preparation theories and techniques so as to promote effective teaching at all levels of instruction. The results indicate that the nonverbal immediacy behavior of preservice teacher trainees improved significantly via an acting course for teachers. Also, prospective teachers displayed a remarkable development in constructing their professional identities.