Drama and theatre-based work forms in teacher education are associated with equity-related outcomes including empathy, perspective-taking, collaboration, attitude shifts, and advocacy¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Across the included studies, equity-related outcomes for teachers involved skills and competences such as empathy, perspective-taking and collaboration, shifts in attitude regarding diversity and inclusion, as well as advocacy and willingness to teach for social justice. → Meedendorp 2025

Evidence¶

Meedendorp 2025¶

Meedendorp, E., & Deunk, M. (2025). Stimulating teachers’ equity literacy through drama and theatre-based work forms: A systematic review. Educational Research Review, 46, Article 100664. https://doi.org/10.1016/j.edurev.2025.100664

q2 · i? · review · r2

The review's synthesis of outcomes across the 26 included articles reports teacher outcomes spanning skills, attitudes, and advocacy; the review reports these as the outcomes "involved" in the studies, with no pooled effect sizes.

"The equity-related outcomes for teachers involved skills and competences such as empathy, perspective-taking and collaboration, shifts in attitude regarding diversity and inclusion, as well as advocacy and willingness to teach for social justice."

Discussion¶

Learner Variables¶

• Social Awareness and Relationship Skills — outcome: instruction changes it

Related Claims¶

• Drama and theatre-based work forms are used in teacher education to elicit critical reflection among teachers as preparation for the diverse classroom — a broader claim this one bears on
• Drama and theatre-based work forms can enhance teachers' equity literacy skills, or prerequisites to those skills — related
• A systematic review identified 26 eligible articles on drama and theatre-based work forms in teacher education, analysed using Gorski's equity literacy approach as a framework — related
• Students perceive that interacting with others in experiential learning fosters empathy and a sense of community by enhancing perspective-taking (beauty) — related
• Building Empathy Improves Intergroup Attitudes — related