Abstract
This chapter details the research carried out using drama strategies in four different cultural and professional contexts. The first was a research study which focused on trainee teachers in the U.K., the second a study using applied drama in Nursing Education in Germany, Jordan and Sweden, whilst the report of the third study explains how drama strategies drawn from DRACON work have been utilized in teacher development work in Kazakhstan, with the final research study focused on patients with dementia and their caregivers. The chapter explains that the research explored four projects in different contexts with a focus on how transformative learning is possible through applied drama practices. The chapter concludes that Drama offers the opportunity to transcend cultural and language differences to uncover and question, to foster collaboration and communication and to seek insight and understanding. Pre-service teachers, nurses, caregivers and their patients and experienced teachers all undertook a journey in transformative learning.
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Burton, B., Lepp, M., Morrison, M., O’Toole, J. (2015). Drama for Learning in Professional Development Contexts: A Global Perspective. In: Acting to Manage Conflict and Bullying Through Evidence-Based Strategies. Springer, Cham. https://doi.org/10.1007/978-3-319-17882-0_8
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DOI: https://doi.org/10.1007/978-3-319-17882-0_8
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