Capturing the ephemeral : reflection-in-action as research

This paper considers two different methodological approaches to 'capturing' and analysing reflection-in-action in process drama teaching. Reflection-in-action, the 'thinking on your feet' that drama teachers constantly do, is ephemeral and difficult to record. In the first project discussed here, a teacher researcher study, examines the problem of representing the reflection-in-action, working around the central question of 'How can I as a researcher describe and document my reflection-in- action when working as a teacher in process drama?' The second project, an interview-based research project', developed some of the findings of the first study through a series of interviews with drama practitioners. This paper considers these methodological approaches in terms of the possibilities they provide, the limitations for the study of reflection-in- action in process drama and some possible applications of the approaches investigated for future drama research