Dawson, Kathryn2013-10-222017-05-112017-05-112013-05May 2013http://hdl.handle.net/2152/21651textThis thesis document presents a case study of a professional development playbuilding process at a public elementary school located in Austin, Texas. The study argues that playbuilding is a form of participatory action arts-based research particularly when positioned within the professional development setting. This qualitative study uses a narrative thematic analysis of the playbuilding process and workshop performance to examine how reflective and reflexive practice is situated within playbuilding as professional development. The document concludes with a discussion of the limitations and transformative potential of playbuilding and argues for the creation of critical pedagogical professional learning communities for teachers in school settings.application/pdfen-USPlaybuildingProfessional developmentArts integrationParticipatory action researchDramaCritical pedagogyArts-based researchTeacher professional developmentReflective practitioner researchTheatre of the oppressedProfessional learning communitiesTransformative learningDrama-based instruction2013-10-22