Mpungose, Cedric Bheki.Mbona, Simphiwe Christian.2025-06-062025-06-0620232023https://hdl.handle.net/10413/23740Masters Degree. University of KwaZulu-Natal, Durban.The Coronavirus pandemic has brought numerous challenges to the educational system, affecting the teaching and learning process. The sudden shift of teaching methods, approaches and use of technology has brought unfamiliar experiences for teachers. This study investigated Dramatic Arts teachers’ experiences in teaching grade 10-12 Dramatic Arts in four secondary township schools in Phoenix circuit during and post Coronavirus pandemic. The main aim was to explore the teachers’ experiences of teaching grade 10-12 Dramatic Arts during and post Coronavirus pandemic. Furthermore, the study was located withing interpretive paradigm and qualitative case study was adopted. The study used one-on-one semi-structured interviews and reflective activity as a data generation method. This study also adopted a thematic qualitative data analysis with a deductive and inductive reasoning approach. Furthermore, a technological, pedagogical, and content knowledge (TPACK) theoretical framework was used to guide this study. In addition, Credibility, dependability, transferability, and confirmability was addressed to ensure trustworthiness of this research. Moreover, this study was structured into 6 chapters; Chapter 1 (Overview, context and background); Chapter 2 (Literature review); Chapter 3 (Curriculum issues and theoretical framework); Chapter 4 (research design and methodology); Chapter 5 (data presentation and analysis); Chapter 6 (summary, recommendations and conclusions). In addition, the findings of this study indicate that there were three levels of experiences (structured experience, semi-structured experience and self-structured experience) that drove Dramatic Arts teachers when they were teaching grade 10-12 during and post Coronavirus pandemic. The findings further indicate that Dramatic Arts teachers’ teaching experiences of teaching grade 10-12 during and post Coronavirus were informed by varying challenging experiences, which pushed them to draw from one or two levels of experiences in separation from the others which caused weakness in addressing the teaching and learning needs. Therefore, the study recommends that the Department of Basic Education (DBE) should provide a proper training and support for Dramatic Arts teachers to strengthen their missing semi-structured experience. Also, Dramatic Arts CAPS needs to improve in terms of catering different teaching environments like online. This way, Dramatic Arts teachers may be able to unite their structured experience with semi-structured experience and self-structured experiences to better align with the varying needs of teaching.enCoronavirus pandemic.Dramatic Arts teachers’.Teachers' experiences.Teaching grade 10-12 Dramatic Arts.Thesis