Theatrical Representations of Teaching as Performance

Schonmann, Shifra

doi:10.1016/s1479-3687(05)11010-4

Cited by 5 publications

(4 citation statements)

References 10 publications

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“…The collaborative-experiential and personal-experiential MSs both correspond with the perception of teachers as artists because they focus on the irreproducible encounter between an individual teacher and a group of individual students (Carmi & Tamir, 2022; Lefstein, 2005; Schonmann, 2005). The student-teachers learned to perceive teaching as their creation, which they can shape and customize according to contextual factors (predominantly students’ needs).…”

Section: Discussionmentioning

confidence: 99%

“…Teachers’ selves and their whole personalities, are involved in connecting pedagogical knowledge and practice (Figure 2). Like actors who interpret scripts by their performance, animating their characters based on their unique characteristics, teachers shape educational ideas through their teaching (Sawyer, 2011), leaving their personal marks (Schonmann, 2005) or approximating theoretical notions to their individual characteristics.…”

Section: A Tripartite Model Of Teaching As a Professionmentioning

confidence: 99%

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Reframing High-Quality Mentoring: Between Teacher Mentoring and Visions of Teaching as a Profession

Carmi

2023

Journal of Teacher Education

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Visions of teacher professionalism may shape common conceptualizations of high-quality mentoring, sometimes distortedly. Nevertheless, this relationship is often unnoticed, and studies rarely analyze mentor–teachers’ work according to their interrelating visions. This multiple case study aimed at this literature gap. It examined the goals that accomplished mentor-teachers promoted and their practices and found four mentoring styles that characterized these mentors. After, it interrogated how the mentoring styles interrelated with three distinct visions of teacher professionalism (teachers as intellectuals, craftspeople, or artists). Findings challenge the idea that mentor-teachers’ work can be evaluated as either advancing or degrading teacher professionalism. The study questions this framing of mentoring literature and suggests that a bipolar logic could mislead us to forsake essential aspects of mentoring, for instance, ones associated with apprenticeship relations. The study concludes by offering to replace the bipolar logic with a more balanced consideration of the different aspects of teacher mentoring.

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Section: Discussionmentioning

confidence: 99%

Section: A Tripartite Model Of Teaching As a Professionmentioning

confidence: 99%

Reframing High-Quality Mentoring: Between Teacher Mentoring and Visions of Teaching as a Profession

Carmi

2023

Journal of Teacher Education

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“…Yet we would argue that performing as a lecturer is not the same as performing a character embodying a theory as we do in TT. Building on theatrical concepts, Schonmann (2005) argues these two types of performances are subsumed under the 'role of the teacher' in a binary understanding of teaching in which the only distinction is between the person and their role. Adopting an alternative triadic view of teaching allows distinguishing between the person, their professional role as a teacher, and the character, e.g.…”

Section: Is Teaching Acting?mentioning

confidence: 99%

“…Adopting an alternative triadic view of teaching allows distinguishing between the person, their professional role as a teacher, and the character, e.g. the theory embodied (Schonmann 2005;Kempe 2012).…”

Section: Is Teaching Acting?mentioning

confidence: 99%

Theoretical Theatre: harnessing the power of comedy to teach social science theory

Gravey¹,

Lorenzoni²,

Seyfang³

et al. 2017

JCER

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Role playing is increasingly used in European Studies and political science more generally to foster students understanding of social science theories. Yet in most cases, role playing is only done by students. Not so in Theoretical Theatre, a teaching innovation which puts the onus on teachers to act. In our performances, teachers embody competing theories and enact dramatic scenarios in front, and in collaboration with, their student audience. This article explains how we developed Theoretical Theatre and how it relates not only to games and simulations but also Drama In Education. It reflects on our experience of performing across four modules since 2012 and our students’ feedback and discusses how it can be sustained over time and transferred to other settings and disciplines.

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Beyond the Classroom and into the Community: The Role of the Teacher in Expanding the Pedagogy of Cooperation

Hertz‐Lazarowitz

2008

The Teacher’s Role in Implementing Cooperative Learning in the Classroom

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Theatrical Representations of Teaching as Performance

Cited by 5 publications

References 10 publications

Reframing High-Quality Mentoring: Between Teacher Mentoring and Visions of Teaching as a Profession

Reframing High-Quality Mentoring: Between Teacher Mentoring and Visions of Teaching as a Profession

Theoretical Theatre: harnessing the power of comedy to teach social science theory

Beyond the Classroom and into the Community: The Role of the Teacher in Expanding the Pedagogy of Cooperation

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