In the Spotlight Together: Using mentoring as a model for professional development in drama in education

Abstract

Abstract Robert Kirkham In the Spotlight Together: Using mentoring as a model for professional development in drama in education In 2016, British Columbia’s Ministry of Education introduced a redesigned curriculum, driven by inquiry-based learning, with learning objectives focusing upon critical and creative thinking and communication skills. Adjusting to this new approach is challenging for experienced teachers who are unfamiliar with inquiry approaches and require professional development. This research study explores the potential for mentoring as a model of professional development to impact the accessibility, application and acquisition of Drama in Education (DiE) strategies for an experienced elementary school teacher. It also investigates the influence of this process on her attitudes towards drama as a teaching tool. The literature review reveals that the learner-centred group process which defines DiE can be effective as a collaborative, inquiry-based teaching approach. The shared characteristics between DiE and the mentoring relationship establish a foundation for a humanistic mentoring model of professional development. The teacher-participants engage this relationship through Participatory Action Research (PAR) in which their reflections help structure their subsequent Action Research cycles. A mixed methods research approach is used to collect data from a workshop, questionnaires, individual interviews and focus groups. The research findings indicate that employing this mentoring model within PAR has an overall positive impact on the accessibility of DiE strategies for an experienced teacher. The interaction of the researcher’s multi-faceted roles of mentor, coach and specialist work to address the specific context of the teacher-participant in the mentoring relationship. The findings also suggest that a small-scale project is unlikely to result in teachers’ ongoing use of the form to the point of implementing strategies independently. The researcher recommends extending the duration of the intervention to a complete school year to provide more time for experiential opportunities with the strategies to embed them into their repertoire. Furthermore, the complete support of the school’s administration, including opportunities for participant testimonials, should be obtained to prioritize and validate the professional development.