Experiencing drama in a Swiss context: a tale of two student teachers

In this article I examine the potential of including embodied teaching and learning through drama in teacher training Switzerland, a concept which is novel that context. particular, focus on two student teachers at University Teacher Education Zug, who volunteered to explore as tool for across primary curriculum. After working with intensely over three semesters, novice reported increased confidence reduced anxiety regarding their first year teaching. Additionally, they feeling an sense empathy, flexibility, spontaneity classroom.