This paper presents a case study derived from a larger phenomenological inquiry into the ‘lived experience’ of teachers cocreating drama in Irish primary classrooms. Co-creating drama depends on the active involvement of the teacher, their value for a creative learning environment, and their ability to enliven both egalitarian and creative behaviours in their teaching practice. The paper focuses on one participating teacher ‘Cathy’. At the outset of the study she admitted to having a limited understanding and appreciation of drama. However, as the study progressed there was a shift both in her attitude and motivation. She began to question her existing ideas about teaching and develop fresh perspectives. In the paper, I examine her experience through a phenomenological lens with reference to theories of teacher change and development theory, and seek to examine how teacher change in drama is effective and powerful when it is driven by the teachers themselves.
Dr Fiona McDonagh:
A Postdoctoral Teaching Fellow in Drama and Theatre Studies at Mary Immaculate College, Limerick, where she teaches on the BA in Contemporary and Applied Theatre Studies. Prior to that, Fiona was the Artistic Director of Cups & Crowns Children’s Theatre Company for over ten years. She continues to research and make theatre for young audiences
