Lärares perspektiv och erfarenheter av dramaaktiviteter i grundskolan

The purpose of this thesis is to investigate and analyze teachers’ perceptions and experiences of using process-oriented drama in English teaching in compulsory school. In this thesis, process-oriented drama refers to an aesthetic teaching strategy where the teacher uses improvisation and role play to structure lessons. Using a qualitative methodology, this research employed a semi-structured audio-recorded interview approach to explore teachers’ perceptions and experiences of process-oriented drama activities. The teachers’ answers in the interviews were analyzed using sociocultural theory. Two teachers were selected from primary school (grades 1-3) who used drama activities with beginner learners, and one teacher from middle school (grades 4-6). The method used for data analysis in this study is thematic analysis. The results show that teachers in compulsory school perceived drama- and language- integrated teaching as an essential method where body language, sounds, and movement are crucial for learning. One teacher perceived that the non- verbal language used in process drama makes abstract concepts more tangible and described how drama fosters social interactions, leading to improved relationships and enhanced pupils’ self - confidence. Importantly, drama can be adapted to suit pupils’ individual abilities. Additionally, teachers experienced the use of drama in the English language classroom as highly beneficial. One teacher experienced that incorporating rhythmic play and practicing dialogue provides pupils with meaningful opportunities to engage with the language. The teacher experienced the importance of “co- creating” with the pupils and adopting the “teacher in role” approach. The other teacher perceived that drama simulate real- life language situations, making learning more relevant and dynamic. They perceived that drama fosters creativity and collaboration among pupils.