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Fostering Nonverbal Immediacy and Teacher Identity through an Acting Course in English Teacher Education
Australian Journal of Teacher Education
This research study focuses on integrating acting theories in pre-service English teacher education so as to improve nonverbal immediacy behavior and to contribute to the development process of teacher identity. Studies on incorporation of acting literature into teacher education provide educators with some significant findings clearly indicating that certain teacher competences can be fostered effectively by benefiting from acting theories and practices. While focusing on different aspects anddoi:10.14221/ajte.2010v35n6.1 fatcat:momatf4u5jfcfdahd5hlqhiggu