An Analysis of Situations and Perspectives of Secondary Education Korean Dance Teachers’ Task Presentation Sustainable Teaching Effectiveness

Abstract

The purpose of this study was to investigate the task presentation situations and perspectives of secondary education Korean dance teachers in terms of sustainable teaching effectiveness. The subjects included two teachers with 5 years of experience, two with 6–15 years of experience, and one with more than 16 years of experience. Jazz dance and Korean folk dance were the tasks for the study. For data collection, 20 classes were videotaped by research assistants. Data were analyzed using the Qualitative Measurement Teacher Performance System (QMTPS) and reliability was set to 90. Interviews were also conducted to collect more detailed information on their task presentation. The results of this study show that the less experienced the teacher, the lower their QMTPS scores, as well as their students’ attention to and perception of task presentation. Checking for students’ understanding of the task was unclear and stereotyped. All teachers indicated that their knowledge on task presentation was very poor and few specified that education was provided during their in-service teacher training programs. The findings indicate that teacher training programs should provide specific information and experience on task presentation for sustainable effective teaching skills.

Reform and Innovation of Dance Education in Colleges and Universities in the Internet Era

“…In addition, Amado D et al designed and implemented a controlled teacher-centered intervention experiment with teachers and students from four schools in Mexico in order to develop a motivational style in dance teaching and learning, and the results showed that teacher training in motivational strategies can create adaptive behaviors in students [16]. Kwak E et al studied secondary education Korean dance teachers' sustained teaching efficacy in terms of teacher performance qualitative measurement system and conducted experimental analyses, and the results indicated that dance teachers should provide specific task presentation information and experiences in their training programs in order to acquire sustained effective teaching skills [17]. Kim et al constructed a markerless dance movement capture and synthesis system in order to capture some highly complex movements of dancers and demonstrated through data tracking and analysis experiments that the system can enable a variety of dance performances can be represented on client devices intuitively and efficiently [18].…”

El rol de la presentación de las tareas sobre las necesidades psicológicas básicas y el bienestar en futbolistas universitarios (The role of task presentation on basic psychological needs and well-being in college soccer players)

“…La mayoría de los estudios que han analizado la presentación de las tareas, lo han hecho a través de instrumentos cumplimentados por evaluadores externos, y se han centrado en la efectividad de los profesionales de la enseñanza al presentar las tareas (e.g., Chen et al, 2012;Kwak & Kwon, 2022) y sus repercusiones en elementos pedagógicos de la clase/entrenamiento (e.g., Hall et al, 2011;Rosado, Mesquita, Breia & Januário, 2008), así como en aspectos físico-motores de los estudiantes Chen, Zhu et al, 2016). No obstante, existen algunos trabajos que han estudiado mediante encuestas a alumnos de educación física (Tristán et al, 2019;Vergara-Torres et al, 2021) y a deportistas (Garza-Adame et al, 2017), las implicaciones positivas que la calidad en la presentación de las tareas tiene sobre el bienestar psicológico.…”