Teachers talking drama: perceptions, practices and challenges in Irish primary schools

Résumé fourni par la source

This study examines teachers’ perceptions of the role of drama education in Irish primary schools, where it often occupies an ambiguous position between being fully embraced and overlooked. Using a qualitative case study, the research explores the perspectives of 15 primary school teachers on how drama is perceived, implemented and valued within schools. It investigates the barriers, such as systemic and resource-related challenges, and how teachers’ attitudes and backgrounds affect their confidence in teaching drama. The narratives of participants highlight the powerful influence of personal and professional experiences – both within and beyond formal education – in shaping teachers’ engagement with drama. Analysis of data from semi-structured interviews reveals key cultural and institutional factors influencing drama education. As Ireland moves towards a more integrated arts curriculum (NCCA, 2024), these findings suggest that realising a more inclusive and transformative model of drama education depends on strengthening teacher confidence, enhancing training and ensuring sustained support. The findings provide insights into the current integration of drama in Irish schools and its role within the broader educational framework, contributing to the ongoing discussion about arts education in Ireland.

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