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Educational drama in China has become prominent since the 1980s, integral to basic education amid recent reforms. However, more research is needed on teacher learning in this area. This study examines teacher learning and professional development through participatory observation, interviews, and video analysis at three Shanghai, Beijing, and Guangzhou drama training camps. Findings reveal that teachers gain skills in integrating drama into subjects, managing classrooms, and boosting their confidence and creativity. The study underscores the need for systematic training, dedicated research centres, and interdisciplinary collaboration to advance educational drama in China.
Yang et al. (Sun,) studied this question.
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