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Canadian Journal of Education, v30 n1 p47-67 2007

In this article, I have examined how a drama-based practicum had an impact on learning in meaningful ways for preservice teachers and grade-6 students during a three-week alternative teaching placement. Because the nature of drama-based teaching and learning invites participants to think and feel with ideas and emotions continually intersecting, I investigated cognitive and affective learning moments during a collective play development unit. Participants' recorded responses indicate that using this process to address social justice issues created a conducive and rewarding learning environment. (Contains 8 notes.)

Descriptors: Preservice Teachers, Practicums, Justice, Multicultural Education, Grade 6

Canadian Society for the Study of Education (CSSE). 260 Dalhousie Street Suite 204, Ottawa, ON K1N 7E4, Canada. Tel: 613-241-0018; Fax: 613-241-0019; e-mail: csse-scee[at]; Web site:

Autor: Belliveau, George


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