Drama pedagogy and the core competency development of pre-service teachers: the mediating and moderating roles of psychological well-being
Year: 2025
Type: article
Study design: Clinical Trial
Abstract: This study examines how drama pedagogy supports core competency development among Chinese pre-service teachers, focusing on the mediating and moderating roles of psychological well-being. Grounded in positive psychology and social–emotional learning (SEL), a convergent mixed-methods design combined quantitative analyses ( t -tests, structural equation modeling (SEM), and moderated regression) with qualitative focus groups. Participants were vocational college students who were divided into an experimental group receiving a drama-integrated curriculum and a control group with traditional instructions. The results showed that drama pedagogy significantly enhanced communication, collaboration, critical thinking, creativity, and cultural awareness. Psychological well-being fully mediated these effects, while moderation was non-significant. The qualitative findings revealed emotional catharsis, peer support, and embodied collaboration as mechanisms for growth. The study reconceptualizes well-being as an active pedagogical force, highlights the value of mixed methods, and suggests embedding structured drama and well-being support into teacher education. Implications extend beyond China to international debates on arts-based pedagogy.
Source: Frontiers in Education
Institutions: Wuhan City Polytechnic, Hong Kong Metropolitan University
Language: English
Topic: Creative Drama in Education
Subfield: Visual Arts and Performing Arts
Field: Arts and Humanities
Domain: Social Sciences
Open Access status: gold
Estimated APC paid: $2,353
OpenAlex ID: W4415567191