Browsing by Author "Berggren, Vilma"

Objectives. The purpose of the qualitative case study was to find out how practicing theatre-based methods could potentially support early childhood teacher students during teacher education and in working life. The study examines how interviewed early childhood education teachers feel that their minor subject, namely Drama Education (25 ECTS), has supported their growth as a teacher. It also explores how interviewees feel theater-based methods have influenced them professionally, having worked as teachers for one and a half years. The thesis was motivated by the KEHU – Teacher’s Comprehensive Interaction Skills Project. The structure of being a teacher was investigated using Korthagen's (2004) model of levels of change. This onion model illustrates the layered nature of teaching and provides a framework through which to explore different levels of teaching from a more holistic perspective. Previous studies have suggested that practicing theatre-based methods, such as improvisation, is helpful in balancing the improvisational and systematic natures of teaching. The premise of the study was that practicing theatre-based methods could increase the sensitivity, responsiveness, and bodily awareness of early childhood education teachers. In addition, the premise was that theatre-based methods could support the construction and identification of teacher identities and core characteristics. Methods. Semi-structured individual interviews were conducted in two parts, in spring 2018 and in autumn 2019. Five early childhood education teacher students were interviewed in the first round and four in the second round, with one of the first-round interviewees reclining from the interview. The results were analyzed through qualitative, theory-driven content analysis and interpreted using the Korthagen model. Results. The impact of theatre-based methods on early childhood teacher education was reflected in the interviewees' reflections on, for example, by increasing body awareness and sensitivity. In addition, interviewees reported facilitating the handling of emotions and understanding the importance of being present in supporting children's play. However, the second round of interviews revealed that only one of the four interviewees were utilisating drama education in their daily teaching. Reflection on this interviewee's teaching progressed along the lines of the Korthagen model: the influence of theatre-based methods was clearly evident in the construction of the teacher identity. Thus, it can be stated that as the everyday life of early childhood education might turn out to be hectic, the use of theatre-based methods in teaching may become more difficult. Theater-based methods can play an important role in actualizing the core characteristics of teaching, but this requires the active use of drama education in the daily life of an early childhood teacher.