TY - JOUR
T1 - An Autoethnography of Teaching Drama to Student Teachers in Hong Kong
AU - Shu, Jack
N1 - Publisher Copyright:
© 2024 by the author.
PY - 2024/8
Y1 - 2024/8
N2 - Schools in Hong Kong are encouraged to engage students in learning activities to strengthen moral and values education. The use of fairy tales in drama teaching—in this case, Mr. Fox—is an approach to learning that can present opportunities to positively engage students in a range of issues, such as moral and value education. The aim of this research was to enhance moral and values education by taking an autoethnographic approach to exploring my experiences of using and adapting a Western fairy tale with local student teachers learning to teach drama as part of their Master of Education degree at a university in Hong Kong. The use of various narrative genres to engage in the process of self-dialogue emerged as an important source for developing understandings of teaching and learning. Through this reflective process, I gained insights into my own teaching and the challenges and benefits of using fairy tales and structured drama in moral and value education. This research also revealed that fairy tales, as cultural treasures passed down through generations, may hold immense value as a resource for personal enjoyment, drama teaching, and academic exploration.
AB - Schools in Hong Kong are encouraged to engage students in learning activities to strengthen moral and values education. The use of fairy tales in drama teaching—in this case, Mr. Fox—is an approach to learning that can present opportunities to positively engage students in a range of issues, such as moral and value education. The aim of this research was to enhance moral and values education by taking an autoethnographic approach to exploring my experiences of using and adapting a Western fairy tale with local student teachers learning to teach drama as part of their Master of Education degree at a university in Hong Kong. The use of various narrative genres to engage in the process of self-dialogue emerged as an important source for developing understandings of teaching and learning. Through this reflective process, I gained insights into my own teaching and the challenges and benefits of using fairy tales and structured drama in moral and value education. This research also revealed that fairy tales, as cultural treasures passed down through generations, may hold immense value as a resource for personal enjoyment, drama teaching, and academic exploration.
KW - applied drama
KW - cultural translation
KW - ethnography
KW - moral and values education
KW - Mr. Fox and Bluebeard
UR - http://www.scopus.com/inward/record.url?scp=85202503309&partnerID=8YFLogxK
U2 - 10.3390/educsci14080835
DO - 10.3390/educsci14080835
M3 - Article
AN - SCOPUS:85202503309
SN - 2227-7102
VL - 14
JO - Education Sciences
JF - Education Sciences
IS - 8
M1 - 835
ER -