Drama-based pedagogy as a pedagogy of the possible for preservice teacher education

This conceptual paper responds to Glăveanu’s call for scholarly dialogues on possibility studies, contextualizing it within the field of education, specifically preservice teacher education. The primary objective of this article is to propose drama-based pedagogy as a pedagogy of the possible. Drawing from anecdotal data of using drama to teach preservice teachers, the paper demonstrates how drama-based pedagogy aligns with the eight possibilities of the pedagogies of the possible.