Drama-Based Learning for Teachers’ Education in Health Promotion

摘要: This chapter is ultimately about the ways that drama in education methodology enhances adult learning, this case through professional development activities aimed at improving instructional practices of teachers health promotion curricula. It will explore theoretical connections, between a based pedagogy, and promotion. Adult learning theories, such as self-direction, transformation emancipation well social cognitive theory be examined, an attempt to synergistic ideas goals they share with philosophy claimed teacher extended beyond knowledge skill addresses personal identities moral purposes teachers, cultures contexts which work. Moreover, discussed experiential education-in-negotiation format development, teachers’ critical input for providing direction meaning planned initiatives their outcomes, strongly encouraged cultivated. The Vygotskian paradigm proposed comprehensive epistemology Foucauldian perspective offered promising basis elaboration paradigm.