Discovering the value of 'not knowing'.. using drama for a deeper understanding of pedagogy and learning

This paper is a recent drama research study completed in 2015. The focus is on the benefits for primary school teachers when they embark on developing their subject specific knowledge, engage in professional development and argues that the profession would benefit greatly from using autoethnography methodology to support them in an ever increasing challenging working environment. The paper recognises some of the current difficulties that face the profession, in Scotland and more widely. This is the first phase of our research which looks to use drama development to increase pedagogical effectiveness within drama but more widely in other curricular areas also.