ABSTRACT

The Australian Professional Standards for teachers attempts to regulate the profession and improve teacher quality. Yet the standardisation of teachers’ work has attracted criticism from researchers who assert that a “one size fits all” model for judging teacher quality fails to recognise the affective, enactive and relational aspects of teaching. Given the interactive and interpersonal nature of teaching drama, this concern has salience. Our research into the experiences of early-career drama teachers reveals the positive influence these teachers have on their students and in their schools. Of particular note, are the strong role models they have become through the development of authentic, professional relationships where students feel supported and empowered to explore their feelings, achieve academically and flourish as human beings. These relationships are co-constructed during extra-curricular activities, namely in production rehearsals, where together they work towards common goals. Our findings suggest a case can be made for re-evaluating the process of judging teachers against a standardised set of criteria that neglects to capture the nuances of drama education and the passion, commitment and relationality of early-career drama teachers.

摘要

澳大利亚针对教师的专业标准试图规范职业并提高教师素质。然而，教师工作的标准化引起了研究人员的批评，他们断言，一种“千篇一律”的评判教师素质的模式未能认识到教学的情感性，积极性和关系性。鉴于教学戏剧的互动性和人际关系性质，这种关注具有显着性。我们对早期戏剧老师的经验研究表明，这些老师对学生和学校具有积极的影响。特别值得一提的是，通过建立真诚的专业关系，他们已成为强有力的榜样，在这种关系中，学生感到支持并有权探索自己的感觉，在学术上取得成就并像人类一样蓬勃发展。这些关系是在课外活动（即生产彩排）中共同构建的，它们共同为共同的目标而努力。我们的研究结果表明，可以用一个标准的标准集重新评估评判教师的过程，而这些标准却忽略了捕捉戏剧教育的细微差别以及早期职业戏剧老师的热情，投入和关系。