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REFLECTIONS ON THE RESEARCH METHODOLOGY
the drama lessons. What I thought a DE should look like narrowed down
what I was able to see in what the participants were doing in the lesson.
The analysis of the video documentation helped in recognising
the difference between my sense of the lesson and what could be seen
from a different point of view.
b) I need to concentrate more on the group and not on delivering
the structure when I am realising the drama lessons. I need to hear their
interests and adapt the situations in the lessons to reflect these there
and then. The research situation also added an element of inflexibility
in some cases, but possibilities visible in the lessons in hindsight
showed some missed opportunities to engage in the subjects offered by
the participants.
c) I need to schedule the time planning aspect of my lessons more
realistically and handle time more clearly in the sessions. I typically
plan much more for each lesson that can be achieved and this can cause
pressure and changes in sequencing and disproportionate use of time
between sections of the lesson.
d) I need to develop my theoretical and practical understanding of internal
coherence to enhance the structuring of living through improvisations.
This has proved to be the least developed part of my training as
a drama teacher. It is a concept that is missing from the Hungarian
drama canon.
In the next chapter I discuss these findings in the context of the literature
review I began my thesis with, so their relevant place and use can be seen
within the contemporary drama education field. But before that I reflect on
the research methodology employed.
REFLECTIONS ON THE RESEARCH METHODOLOGY
The major decisions concerning the research methodology have been proved
right by the amount and quality of data collected and the findings produced
that offer new considerations and possibilities for the field of drama in
education.
Action research was the appropriate approach as it enhanced the awareness
and the quality of my work as a practitioner and the theoretical understanding
of my own practice. The change in my practice is considerable both in relation
to LTD and also the use of theatre concepts and structures in practical work.
The buds of new possibilities are also there in this practice.
The scope of the research question I chose has proven far too vast. I came
to this realisation fairly early in the research as I understood the complexities
of both fields of LTD and Bondian drama. As there is very little research
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