A Dramatic Approach to Native Teacher Education
DOI:
https://doi.org/10.14288/cjne.v18i1.195526Keywords:
Teacher, EducationAbstract
The basic precepts and methods of educational drama are reviewed and compared to some of the distinctive Native learning patterns discussed in the literature, with specific reference to the patterns of Native learning discussed by More (1987). Based on the author’s experience, on systematic observation, and with reference to participant evaluation, it appears that the inclusion of educational drama as an approach to Native teacher education is recommended.