This paper examines the effects of creative drama on student teachers’ creative pedagogy and identity construction. 15 student teachers were observed teaching prior to and following an intensive 30-h creative drama workshop which was designed based on Heathcote’s (1984) understanding of drama in education in order to cultivate creative pedagogy and ‘character’ building. The student teachers’ performance was video recorded to be evaluated by three raters using an observation scheme. In addition to the observations, participant-driven data were collected through reflective diaries and focus group interviews. The results showed improvement in pedagogical skills as well as increased awareness in shaping personal and professional identities. Because of their involvement in numerous drama activities, the participants particularly improved their creativity, spontaneous decision-making, and their use of body language. As a result, we proposed the Funnel Model for teacher education programs and discussed a teaching as a performing art approach with a teacher as a drama leader role.

本文探讨了创意戏剧对学生教师的创意教学法和身份建构的影响。在密集的30小时创意戏剧研讨会之前和之后，观察到15名学生教师的教学，该研讨会是根据希思柯特（1984）对教育戏剧的理解而设计的，目的是培养创造性的教学法和“性格”建设。录制学生教师的表演的视频，由三名评估者使用观察方案进行评估。除了观察，还通过反思性日记和焦点小组访谈收集了参与者驱动的数据。结果表明，教学技巧得到了改善，并且在塑造个人和职业身份方面的意识得到了提高。由于他们参与了许多戏剧活动，参与者尤其提高了他们的创造力，自发的决策能力以及肢体语言的使用。因此，我们提出了教师教育计划的漏斗模型，并讨论了教学是一种表演艺术方法，而老师则是戏剧的领导者角色。