Accessibility navigation

Too much information? : Drama teachers’ perceptions of the value of subject knowledge

Kempe, A. J. (2009) Too much information? : Drama teachers’ perceptions of the value of subject knowledge. In: Planting Ideas with Global Vision in Local Knowledge. IDEA, Hong Kong, pp. 405-421.

Full text not archived in this repository.

It is advisable to refer to the publisher's version if you intend to cite from this work. See Guidance on citing.


This paper reports on research into what drama teachers consider they really need to know as drama specialists. In the first instance the very concept of knowledge is discussed as it pertains to education in the arts as is the current situation in England regarding the extent to which new drama teachers’ subject specialist knowledge has been formally accredited and what the implications of this may be to an evolving curriculum. The research itself initially involved using a questionnaire to investigate the way in which drama teachers prioritised different aspects of professional knowledge. Results of this survey were deemed surprising enough to warrant further investigation through the use of interviews and a multiple-sorting exercise which revealed why the participants prioritised in the way they did. Informed by the work of Bourdieu, Foucault and Kelly, a model is proposed which may help explain the tensions experienced by drama teachers as they try to balance and prioritise different aspects of professional knowledge.

Item Type:Book or Report Section
Divisions:Arts, Humanities and Social Science > Institute of Education > Improving Equity and Inclusion through Education
ID Code:5699
Uncontrolled Keywords:Subject knowledge; professional knowledge, subject specialism, teacher training, identity

University Staff: Request a correction | Centaur Editors: Update this record

Page navigation