A Philosophical Exploration of Dramaturgy as an Educational Approach: Examining Roles and Proposing Improvements for the Teacher Education System

Document Type : Original Article

Authors

1 Ph.D student in Philosophy of Education, Department of Education, Faculty of Education, University of kharazmi, tehran, Iran.

2 Kharazmi universityAssociate Professor of philosophy of Education, Kharazmi University ,Tehran, Iran.

3 Associate Professor of philosophy of Education, Kharazmi University ,Tehran, Iran

4 Associate Professor of philosophy of Education, Kharazmi University ,Tehran, Iran.

Abstract

The purpose of this research is to explain the philosophy of dramaturgy as an educational approach and to provide suggestions for improving the formal and public teacher training system. First, a philosophical investigation into dramaturgy as an educational approach was conducted, followed by an analysis of the necessary roles and skills of the teacher as a dramaturg. This research employed library and documentary methods to gather information, and by utilizing Franken's analogy model and interpretive analysis, the role of the teacher and the required skills to implement the dramaturgical approach in teacher training were explored. The findings of this study contribute to identifying and analyzing key dramaturgical principles, such as structural analysis, character recognition and analysis, situational analysis, and temporal and spatial context examination. Additionally, it underscores the most important skills of a teacher as a dramaturg, including the ability to analyze texts and lesson content and to design with a dramaturgical perspective. Finally, based on the research findings, recommendations are offered to enhance the teacher training system, enabling the effective application of this approach in both formal and public education systems.

Keywords

References

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History

  • Receive Date: 22 February 2024
  • Revise Date: 17 April 2024
  • Accept Date: 19 May 2024
  • First Publish Date: 21 May 2024
  • Publish Date: 21 May 2024

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