Teachers’ professional competences: what has Drama in Education to offer? An empirical study in Greece

Abstract

This article examines how the training in and use of Drama in Education (DiE) affects the development of teachers’ professional skills. The article draws on data from broader empirical qualitative research about the impact of DiE on personal, social and professional development of Greek secondary school teachers. The research was carried out using focus groups and focused semi-structured interviews with 27 secondary school teachers who had all been trained in DiE and had already integrated it into their instructional practice. As the findings clearly show, DiE has been decisive in the development of teachers’ professional profiles. Since its initial use, DiE has strengthened their professional identity, improved their instructional and organizational skills, enhanced the achievement of learning goals for all stakeholders – teachers and learners alike – reinforced their belief in the necessity of lifelong learning, and helped them develop cooperation and effective interaction in and out of the school environment.