ABSTRACT This case study explores dialogicality in teaching process drama through the narratives and practices of three experienced drama teachers of the Open University. Dialogue is understood here in the context of ‘I-Thou’ attitude and as the phenomenon of heteroglossia. The analyses of the videotaped reflective interviews with the teachers and process dramas revealed a polyphonic picture of dialogicality in the teaching process, in which juxtapositions of communion and alterity are favoured. These findings may help drama teachers to become more conscious about the challenges and possibilities of generating a fluid and energised dialogicality in process drama.

中文翻译：

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教学过程戏剧性的对话性：三个叙述，三个框架

摘要本案例研究通过公开大学的三位经验丰富的戏剧老师的叙事和实践探索了戏剧教学过程中的对话性。在这里，对话被理解为“我是你”的态度，并且被理解为异质现象。对教师进行录像反思性访谈和过程剧的分析显示，在教学过程中对话性的复调形式，有利于交流和变化的并置。这些发现可能有助于戏剧教师更加意识到在过程戏剧中产生流动和充满活力的对话性的挑战和可能性。