In our exploration of Applied Theatre in Teacher Education, our workshops brought to the forefront a significant revelation: the multifaceted challenges that teachers face fall into three distinct categories – internal, external, and contextual oppressions. These oppressions, which encompass self-doubt, external pressures, and the dynamics of the educational context, call for a transformative approach in teacher education.

Internal Oppressions: Awareness of Self

In our workshops, participants candidly shared their internal oppressions, which ranged from self-doubt, imposter syndrome, and fluctuating moods to issues related to energy and personal empowerment. These personal revelations prompted us to delve deeper into the skills that participants found relevant in addressing these internal challenges.

Following the initial workshop, several participants noted a heightened self-awareness. They spoke of how the activities facilitated a more profound understanding of their bodies and emotions, enabling them to express themselves more effectively. Concepts like sensory awareness and emotional intelligence emerged as vital components. As one participant aptly described, the workshops taught them to “read emotions in the room,” an invaluable skill in the classroom. This emphasis on being in the present, clearing the mind, and heightening sensory perception aligns with Peter Brook’s idea of “the infinite possibilities of emptiness.”

It’s important to note that these embodied skills, despite their significance, are often overlooked in traditional teacher development programs. Research suggests that sensory and affective experiences play a decisive role in shaping a teacher’s behavior. The integration of embodied practices, therefore, becomes pivotal in fostering teachers who can truly act in the moment and navigate the complexities of the classroom.

External Oppressions: Awareness of Others

The external oppressions that teachers face often involve external pressures from various stakeholders, including administrators, parents, students, and colleagues. Recognizing and enhancing awareness of the needs and presence of others emerged as a vital skill among participants. They stressed the importance of interpersonal skills, including assertiveness, empathy, and the ability to seek assistance when needed.

Collaboration and interaction were valued, with one participant highlighting the need for teachers to possess “people skills” and “self-skills.” Learning how to say “no” when necessary, developing empathy for learners, and being able to ask for help all emerged as crucial competencies in dealing with external oppressions.

Contextual and Systemic Oppressions: Awareness of Context

The largest category of oppressions that emerged was contextual and systemic challenges. These encompassed issues such as low pay, large and mixed-level classes, inappropriate methodologies, rigorous curriculums, and communication barriers. Participants recognized the importance of situational awareness, acknowledging that teachers must constantly be attuned to their surroundings.

Participants highlighted how the activities helped them understand the necessity of maintaining a work-life balance, effective time management, and diplomatic negotiation with institutions. These examples demonstrate the development of “embodied knowledge” – the practical wisdom that comes from direct experience and engagement. This knowledge is not merely theoretical but is rooted in the teacher’s ability to navigate complex, real-world situations.

Implications for ELT Teacher Education

Our exploration of Applied Theatre in Teacher Education underscores the need for a paradigm shift. Traditionally, teacher education has focused on theoretical knowledge that is disembodied, conveyed through words and numbers. This propositional knowledge, although essential, often lacks practical value. It’s akin to knowing the grammar of a language without being able to speak it fluently.

In contrast, the performing arts, including theatre, emphasize the development of embodied skills through practice. These skills are crucial for “in the moment” decision-making, a quality highly sought after in effective teaching. As Schön describes, teachers need the ability to reflect in action, to make spontaneous, intuitive choices during instruction. This type of knowledge, sometimes referred to as “tacit knowing,” is challenging to articulate but is fundamental to effective teaching.

Traditional teacher education tends to focus on reflection on action, examining past teaching experiences. However, the embodied and performative skills we’ve discussed here are often overlooked. For instance, many teacher assessment criteria place limited emphasis on these skills.

In our workshops, we identified a wealth of developmental objectives related to performative skills and intuitive processes, in contrast to the limited number of criteria recognized in traditional teacher education. Drama games and theatre activities provide a unique opportunity to develop these skills, empowering teachers to engage with the “here and now” of the classroom environment and act spontaneously, making pedagogical decisions in the moment.

In summary, our exploration of Applied Theatre in Teacher Education calls for a re-evaluation of how we prepare educators. By adopting embodied approaches and prioritizing performative skills, we can better equip teachers to navigate the dynamic and complex landscape of the classroom. This shift from static competences to dynamic, embodied knowledge holds the potential to revolutionize teacher education and empower educators to be more effective, adaptable, and attuned to the ever-changing needs of their students.