"I Thought Drama was not for Me": Teachers' Experiences and Acquired Skills in Using Drama Activities in Teaching

The objective of this study is to examine teachers' experiences and competencies in using drama as a pedagogical tool. The data set comprises 36 teachers who have integrated drama into their pedagogical practices. The theoretical framework was based on Gardner's multiple intelligences theory. The integration of drama facilitated teachers' professional development as educators. Teachers identified improvements in perseverance, moral awareness, self-reflection, and courage to express oneself. Furthermore, the teachers exhibited advancement in creativity, joy of teaching, group management abilities, acceptance of diversity, and the ability to embrace incompleteness.