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Data were gathered from taped study sessions, participant journals, observations, and individual interviews. Using participant-produced analysis frameworks, the findings were synthesized into narratives describing teachers’ complex experiences. Cross-cutting themes highlighted the positive classroom benefits of active participation, the need for long-term support for second-language learners, and the role of personal and professional growth, with participant notes appended and 41 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\nWaldschmidt,Eileen Dugan  \nTeacher Templates:Analysis Frameworks Developed byBilingual Teachers Learning about Creative Drama.96  \n32p.;Paper presented at the Annuai Meeting of theAmerican Educ:ational Research Association(New York,NY,Apri18-12,1996).  \nReports -Research/Technical(143)--Speeches/Conference Papers(150)  \nMF01/PC02 P1us Postage.  \n*Bilingua1 Teachers;*Creative Dramatics;ElementarySecondary Education;Higher Education;*InserviceTeacher Education;Learning Processes;*ProfessionalDevelopment;Second Language Instruction;SecondLanguages  \nA study investigated the learning processes of fourbilingual teachers,two elementary and two middle schoo1,during acourse in creatiye dramatics taken for professional development.Datawere drawn from taped study sessions,participant journals,observation,and individual interviews.Using analysis frameworksproduced by the participants,the data were synthesized intonarratives about :he different teachers:varying experiences duringthe course.Parts of one narrative are presented.It was found thateach teacher's zxperience was quite complex,due to the numerousteaching and iearning activities in which each was engaged.Commonthemes eme:ged in the teachers'stories:active participation in acreative drama course has positive benefits for classrcom practice;teachers trying creative drama in their work with second languagelearners need long-term support;and the experience provided persona1as we11 as professional growta.Notes provided by the participantsare appended.Contains 41 references.(MSE)  \n:  \nED397683  \nTeacher Templates:  \nAnalysis Frameworks Developed by Bilingual Teachers LearningAbout Creative Drama  \nEileen Dugan WaldschmidtAlbuquerque Public Schools/University of New Mexico  \nPaper prepared for a Roundtable Discussion at the 1996 AmericanEducational Research Association Annual Meeting  \nus pePARTMENTBEEDUCATIONEDUCAIruL RESOURCES INFORMATONCENTER(ERIC)  \nPERMISSION TO REPRODUCE ANDDISSEMINATE THIS MATERIALHAS BEEN GRANTED BY  \ndThis document hasbeen reproduced agaDuzaliónreceived from the pnrson or organizalonoriginating it  \nlen uSor。chw  \n□ Minor cnanges have boen mado tomorove reDroductionaualt  \nPonts of vew or pDinions statod n tudocumont do not nocessarly 1opresenolfcial OERIposilion or policy  \nTO THE EDUCATIONAL RESOURCESINFORMATION CENTER(ERIC)  \n2  \nBEST COPY AVAILABLE  \nAlong with other forms of expression,the area of bilingual education and thearea of creative drama involve communication through spoken language.Bilingualeducation deals with the acquisition,the enhancement or the enrichment of a secondlanguage.Creative drama deals with the purposeful use of language in a meaningfulcontext through the use of improvisational,nonexhibitional,process-centered work.  \nIn this paper I will discuss a study in which four bilingual teachers volunteeredw take a creative drama course at a local university(Waldschmidt,1995).My focuswill be on the methodology used to analyze the experience of these four bilingualteachers.This methodology,which relied upon analysis frameworks or \"templates\"developed by the participants,grew out of the need to represent as much as possiblewhat the experience meant to each individual teacher.The organization of the paperwill be as follows:a brief review of the research in the areas of bilingual education,creative drama,and teacher stories and narratives;a description of the study;adescription of the methodology using one participant's experiences in the study;and adiscussion in which I present my perceptions about the benefits and the possible pitfallsfor the use of the \"teacher templates\"methodology.  \nResearch in the area of Bilingual Education  \nBilingual education has faced challenges to the value of its use in the classroom(e.g.Porter,1990;Rodriguez,1982).As for the arts,Oddleifson(1994)states that theU.S.Department of Education spends \"iess ","cbCaihxdOTj30R4E","https://ap.wps.com/l/cbCaihxdOTj30R4E","pdf",841273,31,"English","# Document Resume\n## Research Focus and Methodology\n## Background: Bilingual Education and Creative Drama\n## Key Themes and Findings","[{\"question\":\"How were the four bilingual teachers’ learning processes studied?\",\"answer\":\"The study used taped study sessions, participant journals, observations, and individual interviews during a creative dramatics course.\"},{\"question\":\"What methodology connected the participants’ experiences to the paper’s analysis?\",\"answer\":\"The analysis relied on framework “templates” developed by the participants, which were used to synthesize narratives about each teacher’s experience.\"},{\"question\":\"What key benefits and needs emerged from the teachers’ stories?\",\"answer\":\"Themes showed that active participation supports classroom practice, implementing creative drama with second-language learners requires long-term support, and the experience fostered both personal and professional growth.\"}]","Teacher Templates - Analysis Frameworks Developed by Bilingual Teachers Learning About Creative Drama | PDF"]