Student teachers' perceptions and previous experiences of drama can shape both their openness to learning about drama and their preparedness to use the medium. Some may have undertaken amateur drama or have been part of a Theatre in Education (TiE) group, for example. Many may also have taken GCSE or A level drama and can share their interest, enthusiasm and expertise with others.
Sharing student teachers' often unrecognised subject knowledge and skills in this area may also prompt others to remember and reflect upon their own pleasure in playing with puppets, telling stories or creating imaginative story worlds as a child. Such personal memories, affirmed as part of their imaginative development may begin to shift any unfortunate later memories of exposure or feelings of vulnerability in this area.
