ABSTRACT The aim of this article is to shed light on the complex role of drama teaching and drama teachers’ learning trajectories. Within a socio-cultural framework of understanding, an ethnographic study was conducted on the culture and context of drama implementation in schools. The theory of practice architectures by Stephen Kemmis and Peter Grootenboer is used to interpret the findings. The findings reveal that the learning trajectories of drama teachers can both be seen as illustrating the significance of recognition and the importance of community and that drama teaching is recognised as a complex and demanding career.

中文翻译：

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冰岛语境中戏剧教学和戏剧教师学习轨迹的复杂作用

摘要 本文旨在阐明戏剧教学的复杂作用和戏剧教师的学习轨迹。在理解的社会文化框架内，对学校戏剧实施的文化和背景进行了民族志研究。Stephen Kemmis 和 Peter Grootenboer 的实践架构理论用于解释这些发现。研究结果表明，戏剧教师的学习轨迹既可以被视为说明认可的重要性和社区的重要性，而且戏剧教学被认为是一项复杂而艰巨的职业。