PETA recognizes that theater in the schools can only be effective if ample focus is given to teacher training. Teachers are the key to the sustainability of Theater-in-Education in schools. The curricula reform initiated by the Department of Education (DepEd) in 2002 motivated PETA to double its efforts in teacher training and curriculum development for theater in the classroom.
Conducted in 2004, the in-house study focused on the current situation of arts education in the secondary school. It listed the summative points gathered from the educational reforms of the government, (1) The 2002 Basic Education Curriculum; (2) The Secondary Education Curriculum of 2002; and (3) Special Program for the Arts. A summary of the nationwide survey of public schoolteachers was also included in the study. The study identified several opportunities and possible threats for PETA's Theater-in-Education thrust and program.
The course guide aims to assist the drama club advisers in effectively handling their class. The teacher's guide is composed of the rich experiences gathered during the 2-year pilot implementation of TIE class. It explores and integrates the creative pedagogy of PETA and the Disciplined-based Theater Education as its conceptual framework and approach. The course guide intends to sharpen the teaching-learning situation in the drama club sessions, and encourage cultural action through creation of bodies of work by the young people reflective of the core values of life of dignity, respect for rights, and participation with themes and forms popular to them.
The writing of creative pedagogy manual for Theater-in-Education is underway. The manual aims to institutionalize and supplement the resource materials of trainers and educators for creative teaching in the formal school set-up. The in-house manual will serve as guide for teachers and art educators.