Aside from my teaching I am also undertaking a Professional Doctorate in education. Currently this aims of this research are;
- To explore the co-constructive planning process of using personal resources, oral history and family stories to create meaningful and engaging drama learning in a school context.
- To explore the continuing role of developing the drama pedagogy of Newly Qualified Teachers beyond formal education and training
- To explore the impact of the secondary education system on drama as a subject; drama as a pedagogical approach to teaching and learning; and drama as a collaborative process of meaning-making between researcher, teacher and pupils
- To research how Newly Qualified Teachers can meet the formal requirements of educational observation whilst maintaining a meaningful exploration of content
Member of the Management Committee for Big Brum Theatre in Education Company
Member of Teachers’ Advisory Committee Big Brum Theatre in Education Company
External Examiner PGCE Secondary Drama -Manchester Metropolitan University
Christopher works in the School of Education as route leader for PGCE Secondary drama. As part of this role he teaches about drama pedagogy, professional studies and professional enquiry. He also teaches on the MA Education and Masters in Teaching and Learning (MTL) programme. In addition, he teaches on the BA (Hons) Primary with QTS course and tutor students on primary and secondary teacher education courses.
In addition to Christopher's Professional Doctorate in education he is also involved with researching the relationship between drama and democracy in secondary schools. This European wide project is in collaboration with a range of secondary schools, drama teachers and their pupils.
I supervise a range of MTL students.
Bolton, C. (2016) “The relationship between quantitative and qualitative research in meaning-making and drama education”. Journal for Studies and Practice in Education (CSPACE) Vol 1, Issue 1 2016
Two presentation papers at CSPACE Education Conference “Drama and Democracy; crossing borders to hear teachers’ voices” and “Slithery drama and a co-constructed search for meaning”
