“I would like my students to feel like that too.” Reflections on engagement in drama-rich pedagogies with community/heritage languages teachers

Simple item page
dc.contributor.authorHogan, Zoeen
dc.date.accessioned2024-01-30T16:08:23Z
dc.date.available2024-01-30T16:08:23Z
dc.date.issued2023-12-31en
dc.description.abstractThis article explores engagement and group flow in drama-rich pedagogies with community languages (also known as heritage languages) teachers. Flow is usually examined in terms of an individual experience of creativity (Csikszentmihalyi, 1997, 2008, 2014), where autotelic or intrinsically rewarding experiences are associated with a state of flow. Group flow refers to a collective state where attention is equally put on the task and others, because the task requires continuous social interaction (Hackert et al., 2022; Sawyer, 2004, 2007). Teaching Artists working with drama-rich pedagogies must balance individual creative contributions, group dynamics and the demands of the narrative to sustain engagement and bring about the conditions for group flow. This research found that engagement for the purposes of teacher professional development broadened to encompass autotelic engagement. Data also indicated that a deepening sense of autotelic engagement served to extend and reinforce participants’ teacher professional learning goals.en
dc.description.statusPeer revieweden
dc.description.versionPublished Versionen
dc.format.mimetypeapplication/pdfen
dc.identifier.citationHogan, Z. (2023) '“I would like my students to feel like that too.” Reflections on engagement in drama-rich pedagogies with community/heritage languages teachers', Scenario: A Journal for Performative Teaching, Learning, Research, 17(2), pp. 159-179. doi: https://doi.org/10.33178/scenario.17.2.9en
dc.identifier.doihttps://doi.org/10.33178/scenario.17.2.9en
dc.identifier.endpage179en
dc.identifier.issued2
dc.identifier.journaltitleScenario: A Journal for Performative Teaching, Learning, Researchen
dc.identifier.startpage159en
dc.identifier.urihttps://hdl.handle.net/10468/15467
dc.identifier.volume17
dc.language.isoenen
dc.publisherDepartment of German, University College Corken
dc.rights© 2023, the Author(s). This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.en
dc.rights.urihttps://creativecommons.org/licenses/by-nc/4.0/
dc.subjectProcess dramaen
dc.subjectFlowen
dc.subjectEngagementen
dc.subjectTeacher professional developmenten
dc.subjectStoryen
dc.title“I would like my students to feel like that too.” Reflections on engagement in drama-rich pedagogies with community/heritage languages teachersen
dc.typeArticle (peer-reviewed)en
Files
Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
Scenario 17 02 009 Hogan.pdf
Size:
696.65 KB
Format:
Adobe Portable Document Format
Description:
Published Version
Download
Collections
Scenario: A Journal for Performative Teaching, Learning, Research. Vol. 17 Issue 2