In this paper I draw on Heathcote’s notion of the authentic teacher as a framework to analyse a reflective practitioner research on process drama for second language teaching and learning.
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As with any subject area, Drama’s inclusion in the secondary curriculum must conform to curriculum policies and procedures, including those related to assessment and certification.
The article is based on a study, Creative learning through drama, carried out by the authors in 2007‐2009 on creative learning through drama.
