Theatre Clowning in L2 Teacher Learning: An Example from Waldorf /Steiner Education
Abstract
This article explores the role of theatre clowning with scaffolded reflection in Waldorf (Steiner) teacher learning in enabling L2 teachers to develop important teaching dispositions. Waldorf schools require their L2 teachers to be creative, imaginative, skilled in narrative and presentation as well as being responsive to student needs and teaching situation. Theatre clowning has been previously studied in teacher development and this study affirms the outcomes of that research and adds the contribution of structured reflection to transformative learning both in initial teacher education and in continuing professional development. The study suggests that theatre clowning can be a valuable artistic approach in L2 teacher learning, especially when supported by scaffolded reflection.