Problems of training teachers of the deaf to implement drama in education methods

Abstract

The objective of this study was to illuminate the problems faced by teachers of the deaf involved in the process of implementing drama-as-method. The cooperating teachers were all qualified teachers of the deaf with varying length of service. All teachers had no previous experience or training in drama education and had never used drama-as-method for implementing the whole curriculum or select curriculum events. The study involved the teachers in the implementation of a drama-as-method approach to implementing the curriculum through a drama-as-method project known as the Labrador Project. The Labrador Project was created by the researcher as a vehicle through which the implementation of drama-as- method could be explored. Though the Labrador Project was originally authored by the researcher, the teachers cooperated in developing the curriculum elements of the project through the planning and implementation phases of the study. Implementation strategies were drawn from two transaction oriented implementation models: The Concerns Based Adoption Model (CBAM) and the Innovations Profile Model (IPM).Data collected through the process is used to illuminate the problem areas for the teachers, and the extent of change toward drama-as-method. The data represents a profile of the teachers' existing orientation, the concerns of the teachers and problems as they experience the planning and implementation phase, and the reflections of teachers following the successful implementation of the Labrador Project.