Exchanging expertise : an arts-based professional learning model for artists and teachers

This MFA thesis document examines the experience of artists and teachers in an arts-based professional development model situated in a regional theatre space that is specifically focused on teaching Shakespeare at a secondary level. The mixed-methods study uses narrative thematic analysis to qualitatively examine the ways in which teachers and artists exchange pedagogical and creative expertise within a professional learning setting. Additionally, it uses two quantitative surveys to measure shifts in participant self-efficacy with regards to teaching Shakespeare at a secondary level and comfort with drama-based pedagogy as a practice. Throughout, this document argues that professional learning spaces that incorporate the expertise of both artists and teachers, as well as those that are grounded in critical learning theories, offer benefits for both schools and arts organizations as well as the individuals who work in these contexts. This document concludes with recommendations for regional theatres interested in creating or further pursuing arts-based professional learning as a component of their educational programming.