Analysis of Key Competencies and Curriculum Expertise of Korean Dance Programs to Assist in Their Long-Term Sustainability

Abstract

Graduate programs should be operated based on professionalism. The purpose of this study was to investigate the professionalism of thirteen doctoral dance programs in Korea. The study included thirteen doctoral programs from 10 universities in Korea. Data on the dance programs were collected using school bulletins, websites, and booklets. Educational goals, doctoral program requirements, and syllabi were analyzed based on the documents of each graduate school. Although most graduate school dance programs offered similar characteristics of courses, programs majorly comprised theory, performance, and workshops. Dance performance appeared to be an important aspect of dance programs in Korea. Interestingly, three different genres of dance (Korean folk dance, modern dance, and ballet) were overwhelmingly present in doctoral programs. This study recommended that more research- and scholastic-oriented programs should be provided in doctoral programs to enhance the fundamentals of the dance academic environment. Overall, more specialized programs are required to meet the various needs and choices of the doctoral students. It is certain that students’ interests and academic excellence are the greatest assets for doctoral dance major students. The concepts of diversity, culture, and interdisciplinary cooperation should be applied more to the description and research of graduate courses. Operationalizing these efforts through rigorous assessments of students’ mastery of key competencies in the curriculum is another evolving task for sustainable education leaders.

An Exploration of a Reflective Evaluation Tool for the Teaching Competency of Pre-Service Physical Education Teachers in Korea

“…Recently, Kwon [18] and Nadeem and Rahman [53] suggested that teacher competencies are not naturally developed in teaching and learning environments, but that continuous efforts are needed to specifically target and learn concepts, methods, and technologies for each teaching competency. However, more exploration is needed regarding the possibility of sustainably developing teaching competencies in the context of professional practice.…”

“…In order to guarantee the validity and reliability of the teacher education program, the quality of pre-service teachers is very important. The quality of teachers cannot be guaranteed by simply graduating from university, or even after entering the field; they must be able to continue to perform their jobs and grow into sustainable teachers [18]. In other words, teachers should continuously secure the competitiveness of their teaching skills and show their growth as experts through thorough evaluation.…”

An Exploration of A Reflective Evaluation Tool for the Teaching Competency of Pre-Service Physical Education Teachers in Korea

“…Recently, Kwon [22] and Nadeem and Rahman [34] suggested that teacher competencies are not naturally developed in teaching and learning environments, but that continuous efforts are needed to specifically target and learn concepts, methods, and technologies for each teaching competency. However, more exploration is needed regarding the possibility of sustainably developing teaching competencies in the context of professional practice.…”

“…In order to guarantee the validity and reliability of the teacher education program, the quality of pre-service teachers is very important. The quality of teachers cannot be guaranteed by simply graduating from university, or even after entering the field; they must be able to continue to perform their jobs and grow into sustainable teachers [22]. In other words, teachers should continuously secure the competitiveness of their teaching skills and show their growth as experts through thorough evaluation.…”

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

“…Although the number of sustainability programs in higher education has grown significantly [17], little attention has been given to sustainability development programs for dance teachers in Korea, which necessitates greater effort [18]. From this perspective, several frameworks of teaching competency in sustainability [19][20][21][22] can provide valuable insights for future Korean dance teacher education programs.…”