Apply drama and theatre-based work forms in pre-service and in-service teacher professional development aiming at educational justice¶

Strategy · All strategies
Evidence · 3 claims (3 for) · 1 study (1 review), q2 · 0 of 1 report an effect size · 3 claims rest on one study

Description¶

The review recommends applying drama and theatre-based work forms in teacher professional development aimed at educational justice. As printed, the findings suggest these work forms "can be applied in pre-service and in-service teacher professional development aiming at educational justice." The recommendation follows directly from the review's conclusion that such work forms can enhance teachers' equity literacy skills or prerequisites to those skills, and it covers both pre-service teacher education and in-service professional development.

Design Implications¶

Context¶

Requirements¶

• Work forms should be drama or theatre-based and oriented toward eliciting critical reflection on equity and diversity.

Constraints¶

• The recommendation rests on a review whose included studies report skills, attitudes and willingness outcomes rather than measured effects on classroom practice.

Target Learners¶

• pre-service teachers
• in-service teachers

Target Learning Goals¶

• equity literacy
• teaching for social justice

Claims¶

• Drama and theatre-based work forms are used in teacher education to elicit critical reflection among teachers as preparation for the diverse classroom [+W]
• Drama and theatre-based work forms can enhance teachers' equity literacy skills, or prerequisites to those skills [+W]
• Drama and theatre-based work forms in teacher education are associated with equity-related outcomes including empathy, perspective-taking, collaboration, attitude shifts, and advocacy [+W]

Related Strategies¶

Examples¶

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Key Sources¶

• 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