An Autoethnography of Teaching Drama to Student Teachers in Hong Kong

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Abstract

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.

Original languageEnglish
Article number835
JournalEducation Sciences
Volume14
Issue number8
DOIs
Publication statusPublished - Aug 2024

Keywords

  • applied drama
  • cultural translation
  • ethnography
  • moral and values education
  • Mr. Fox and Bluebeard

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