Η αξιοποίηση του εκπαιδευτικού δράματος ως εκπαιδευτικής τεχνικής σε προγράμματα εκπαίδευσης εκπαιδευτικών
The main purpose of the present thesis is to explore the contribution of Educational Drama as a training technique in achieving the educational aims of training programs addressed to educators. This is clearly a perplex issue to research with a number of variables and particular difficulties since Educational Drama, as a technique itself, develops knowledge, skills and attitudes at a social and personal level. The researcher's personal involvement in drama-dramatization as well as her professional experience in education, developed the initial aspiration for this research. It is also accompanied by a future aim to research the use of Educational Drama in distance learning programs. Qualitative research and semi-structured interviews were used for the data collection. The research sample consisted of eight (8) adult educators, specifically primary teachers, who exploit Educational Drama as a key training technique. Findings can be summarized in that a) the difficulties that arise in exploiting the use of drama in the educational process are many, both for the trainer and the trainees. For example, the surprise / refusal to engage in experiential actions that have not been involved again in the past (denial resulting from engaging in new experience) b) The need for an absolute and careful organization of the program that will exploit the educational drama, as well as the implementation of the basic standards for its effective exploitation and c) Involvement and facilitation skills of adult educators help address any obstacles that may arise when trainees are involved in educational drama.