Abstract
In this chapter the relationship between the use of art as part of school curricula and art's connection to teacher education is discussed. The chapter is based on the premise that student teachers and classroom teachers must experience art as a learning medium themselves if they are to use it effectively in their classrooms.
The core of the chapter deals with the possibilities of educational drama (story drama, process drama) in teacher education within the framework of the constructivist paradigm and philosophy of education. These possibilities are analyzed profoundly on an example of the story drama which concerns with teacher - teacher relations in school.
Discussion includes such dimensions as isolation versus collegial support; factors promoting a teacher's prestige; attitudes towards excellence in profession; and fears and protective elements. She includes commentary from both for pre- and in-service training in the Czech Republic.