Embracing change and challenge : recommendations for secondary theatre teacher education

Abstract

This thesis explores how theatre teacher educators effectively prepare preservice theatre teachers for the classroom. Using grounded theory research methods, I present a case study of how participation and facilitation in youth theatre rehearsals affects the growth of four preservice theatre teachers. Through this case study, I demonstrate the potential of realistic teaching experiences to increase preservice theatre teachers' capacities for critical consciousness. I also set forth four recommendations for theatre teacher educators in facilitating preservice theatre teachers in achieving praxis. The results of this case study challenge theatre teacher educators to provide a learning laboratory in which preservice theatre teachers may actively link teaching practice with educational theory.