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The coursework reveals learning experiences intertwined with ethics of beauty, dialogue, and will, enabling identification of internal goods: awakening positive emotions, activating learning energy through play, and strengthening embodied understanding via theatre semiotics. Pedagogical dispositions highlighted include trust, respect, empathy, open-mindedness, vigilance, and playfulness.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-impact-of-theatre-pedagogy-on-student-teachers-development-of-beliefs-about-good-teaching-and-their-pedagogical-ethos-an-exploratory-case-study/594136/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-impact-of-theatre-pedagogy-on-student-teachers-development-of-beliefs-about-good-teaching-and-their-pedagogical-ethos-an-exploratory-case-study/594136.png","ImageObject",300,407,{"name":92,"@type":93},"Kurz","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-21","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the study’s main purpose?","Question",{"text":112,"@type":113},"To illustrate how Theatre Education and Theatrical Play contribute to student teachers’ notion of good teaching and to their pedagogical ethos.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What internal goods of good teaching do student teachers identify?",{"text":117,"@type":113},"They identify awakening learners’ positive emotions, activating learning energy through play, and strengthening embodied understanding through theatre semiotics.",{"name":119,"@type":110,"acceptedAnswer":120},"Which pedagogical dispositions are considered pivotal for teacher ethos?",{"text":121,"@type":113},"Trust, respect, empathy, open-mindedness, vigilance, and playfulness are described as pivotal dispositions connected to teaching and pupils.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594136,1792192107,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":36},2336478945635,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","The Impact of Theatre Pedagogy on Student Teachers’ Development of Beliefs about Good Teaching and their Pedagogical Ethos: An Exploratory  \nCase Study  \nAngela Hadjipanteli  \nUniversity of Nicosia, Nicosia, Cyprus  \nAbstract: The development of student teachers’ beliefs about good  \nteaching needs to be integral to their education programmes. This  \nstudy attempts to scrutinise the contribution of a theatre education course to the conceptualisation ofa group of eight student primary teachers ’ notion of good teaching and a teacher’s ethos. The findings reveal that, within the coursework, student teachers’ learning experiences are interwoven with the ethics of the beautiful, the ethics of the dialogue and the ethics of the will. This nexus of learning  \nexperiences enabled them to identify three internal goods of good teaching: the awakening of learners’positive emotions; the activation of their learning energy through play; and the strengthening of their embodied understanding by using theatre semiotics. Concerning a teacher’s pedagogical dispositions in good teaching, they consider trust, respect, empathy, open-mindedness, vigilance and playfulness as pivotal for the ethos ofa teacher connected to both teaching and their pupils.  \nIntroduction  \nOver the past three decades, an important research field in teacher education literature has been student teachers’ beliefs about teaching and good teachers, and how these are (re)shaped in the context of their programmes (e.g. Fives & Gill, 2015; He & Levin, 2008; Horgan & Gardiner-Hyland, 2019; Korthagen, 2004; Pajares, 1992) . It is widely acknowledged that student teachers’ pre-existing beliefs about teaching serve as filters, frames and guides for conceiving and interpreting their new pedagogical knowledge and teaching experiences (Berger et al., 2018) . This assumption connotes that both the apprehension and amelioration of their beliefs about good teaching comprise an imperative accountability for teacher education.  \nGiven the plurality of definitions regarding beliefs, this study rests on a binary interpretation. Beliefs are “a set of conceptual representations which store general knowledge of objects, people and events, and their characteristic relationships”(Hermans et al., 2008, p. 128) and also “a disposition to act”(Rokeach, 1969, p. 113) . Combining these two definitions, student teachers’ beliefs compose a key source for the constitution of their pedagogical ethos. Dolev and Itzkovich (2021) define a teacher’s ethos as “the set of beliefs that guide [their] thoughts and actions” and “concern their attentiveness towards both students and teaching profession”(p. 262, italics in original) .  \nThe aim of this study is to illustrate the contribution of Theatre Education and Theatrical Play, a course within a teacher education programme, to the growth of student teachers’ notion of good teaching and a teacher’s pedagogical ethos. Given this purpose, the study mostly takes into consideration three key theories. First, central to it is the  \nrecommendation that student teachers’ self-reflection and self-awareness regarding their pedagogical beliefs and values constitute an essential epistemological approach of teacher education to the remodelling of their perceptions about good teaching (Bullough, 2015;  \ń  \nDomovic et al., 2017) . Second, it rests on the view that the exploration of teachers’ beliefs is interlocked with their emotions, and therefore, these two areas are not studied separately (Gill & Hardin, 2015). Third, because theatre pedagogy, by its nature, has the potential to form a learning ecology of experiential knowledge, emotional interplay and personal deliberation, the data analysis of this study leans on aretaic pedagogy, as a paradigm of good teaching, which can construct such a learning ecology through dialogue, play and beauty (Hadjipanteli, 2018) .  \nBuilding on these premises, this study examines three questions:  \n• What are student teachers’ learning e","cbCaitnsK6W2MX33","https://ap.wps.com/l/cbCaitnsK6W2MX33","pdf",288391,16,"English","# Abstract\n# Introduction\n## Beliefs and pedagogy\n## Study aim and research questions\n# Theoretical Background\n## The Notion of Good Teaching\n# Three key theories","[{\"question\":\"What is the study’s main purpose?\",\"answer\":\"To illustrate how Theatre Education and Theatrical Play contribute to student teachers’ notion of good teaching and to their pedagogical ethos.\"},{\"question\":\"What internal goods of good teaching do student teachers identify?\",\"answer\":\"They identify awakening learners’ positive emotions, activating learning energy through play, and strengthening embodied understanding through theatre semiotics.\"},{\"question\":\"Which pedagogical dispositions are considered pivotal for teacher ethos?\",\"answer\":\"Trust, respect, empathy, open-mindedness, vigilance, and playfulness are described as pivotal dispositions connected to teaching and pupils.\"}]","The Impact of Theatre Pedagogy on Student Teachers’ Development of Beliefs about Good Teaching and their Pedagogical Ethos: An Exploratory Case Study | PDF",1792078599]