Transformative Theatre Curriculum Design: Facilitator Skill Development among Pre-service Teachers through Drama-Based Learning and User Experience Analysis
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| Publicado en: | Journal of Practical Studies in Education vol. 6, no. 6 (2025) |
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| Acceso en línea: | Citation/Abstract Full text outside of ProQuest |
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|---|---|---|---|
| 001 | 3276339882 | ||
| 003 | UK-CbPIL | ||
| 024 | 7 | |a 10.46809/jpse.v6i6.151 |2 doi | |
| 035 | |a 3276339882 | ||
| 045 | 2 | |b d20250101 |b d20251231 | |
| 100 | 1 | |a Chinserm, Niwat |u Faculty of Education and Educational Innovation, Kalasin University, Thailand | |
| 245 | 1 | |a Transformative Theatre Curriculum Design: Facilitator Skill Development among Pre-service Teachers through Drama-Based Learning and User Experience Analysis | |
| 260 | |c 2025 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a Traditional teacher education often fails to cultivate the facilitation competencies essential for transformative learning environments. This study addresses that gap by examining how a theatre-based curriculum can foster facilitator identity development among pre-service teachers. Drawing on transformative learning theory, the research integrates a drama-based pedagogy designed to provoke disorienting dilemmas, encourage critical reflection, and stimulate embodied and emotional engagement. A mixed-methods design was employed with 500 pre-service teachers across 12 disciplines. Quantitative data were analyzed using Confirmatory Factor Analysis (CFA) to validate an eight-factor facilitation skill framework (CFI = 0.94, RMSEA = 0.052). Qualitative insights were gathered from in-depth interviews with 25 participants using a five-dimensional User Experience (UX) framework encompassing Role, Emotion, Perception, Attitude, and Behavior. The findings revealed significant differences in facilitation competency development, with high-skill participants demonstrating role transformation, emotional regulation, and sustained facilitative behaviors, while low-skill participants retained traditional, hierarchical mindsets. This study contributes theoretically by articulating how embodied drama experiences act as catalysts for professional identity transformation, aligning affective, cognitive, and behavioral domains. The research also proposes a validated assessment framework and practical recommendations for integrating arts-based methods into teacher education programs to support sustainable, learner-centered facilitation practices. | |
| 653 | |a User experience | ||
| 653 | |a Curricula | ||
| 653 | |a Teacher education | ||
| 653 | |a Preservice teachers | ||
| 653 | |a Learning | ||
| 653 | |a Transformative Learning | ||
| 653 | |a Skill Development | ||
| 653 | |a Teacher Education Programs | ||
| 653 | |a Factor Analysis | ||
| 653 | |a Curriculum Design | ||
| 653 | |a Validated Programs | ||
| 653 | |a Learning Theories | ||
| 653 | |a Teacher Competencies | ||
| 653 | |a Professional Identity | ||
| 653 | |a Preservice Teacher Education | ||
| 700 | 1 | |a Pimsak, Anucha |u Faculty of Education and Educational Innovation, Kalasin University, Thailand | |
| 700 | 1 | |a Khansila, Paweena |u Faculty of Education and Educational Innovation, Kalasin University, Thailand | |
| 773 | 0 | |t Journal of Practical Studies in Education |g vol. 6, no. 6 (2025) | |
| 786 | 0 | |d ProQuest |t Supplemental Education Index | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3276339882/abstract/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |
| 856 | 4 | 0 | |3 Full text outside of ProQuest |u https://doi.org/10.46809/jpse.v6i6.151 |