Designing Support for Reflection Activities in Tertiary Dance Education

Sööt, Anu; Leijen, Äli

doi:10.1016/j.sbspro.2012.06.581

Cited by 38 publications

(17 citation statements)

References 14 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The pedagogical practise of dance education has, during the recent decades, changed considerably (Sööt and Viskus, 2014). Nowadays it is widely accepted that the transformation of dance content knowledge into knowledge for teaching and learning involves far more than dance technique and control, and that teachers need a wide range of teaching strategies and learning to involve and engage their students (Chappell 2007;Smith-Autard 2002;Sööt and Leijen 2012).…”

Section: Introductionmentioning

confidence: 99%

Towards a developing construct in dance education – exploring the relation of emotional intelligence to teacher’s sense of efficacy and teaching experience among dance education student teachers in the United Kingdom

Wenn

Mulholland

Timmons

et al. 2018

Research in Dance Education

View full text Add to dashboard Cite

Towards a developing Construct in Dance Education-Exploring the Relation of Emotional Intelligence to Teacher's Sense of Efficacy and teaching Experience among British Dance Education Students. Theories of emotional intelligence (EI) have already been applied successfully in the field of education, and EI has been found to predict different aspects of teaching such as influencing one's self-beliefs. Positive associations among emotional intelligence (EI) and teachers' self-efficacy (TSE) and length of teaching experience have been reported. This study aims to investigate potential associations between EI, TSE, and length of teaching experience amongst British postgraduate students of dance education (PGDE) students. A sequential mixed-methods design was applied, including both qualitative and quantitative methods in order to capture examples of emotionally intelligent dance students. Measures of the trait emotional intelligence questionnaire (TEIQue) and the teacher sense of efficacy scale (TSES) were administered to a sample of eight PGDE students. The results suggest a positive association between trait emotional intelligence, its subscales and teachers' self-efficacy and between the TEIQue total score and the length of teaching experience. Qualitative data was collected via a multiple case study, evaluating four cases among the participants. Three main themes merged from the qualitative data: dance background, teaching experience and self-efficacy beliefs, exploring further the findings from the preliminary analysis. Specific student dance teacher development programmes have been suggested to enhance dance teachers' emotional intelligence.

show abstract

Section: Introductionmentioning

confidence: 99%

Towards a developing construct in dance education – exploring the relation of emotional intelligence to teacher’s sense of efficacy and teaching experience among dance education student teachers in the United Kingdom

Wenn

Mulholland

Timmons

et al. 2018

Research in Dance Education

View full text Add to dashboard Cite

show abstract

“…To analyze the situations through the stages of reflection together with the supervisor by taking, for example, the Korthagen & Vasalos (2005) created five-stage ALACT reflection model as its basis. The model helps students to be aware of the content of their activity and to connect it with their mission (Sööt & Leijen, 2012).…”

Section: The Relation Of Dance Pedagogy With Dance As An Art Formmentioning

confidence: 99%

“…This is the way many classroom teachers still feel most comfortable teaching dance, as it is the way they were taught (Bolwell, 1998). It is now widely accepted that transformation of dance content knowledge into knowledge for teaching and learning involves far more than dance technique and control, and that teachers need a wide range of teaching strategies to motivate and engage their students (Chappell, 2007;Shapiro, 1998;Smith-Autard, 2002;Sööt & Leijen, 2012). As Shapiro (1998) points out this shift from disembodied knowing to embodied knowing has changed the relationship between the teacher and the learner.…”

Section: Introductionmentioning

confidence: 99%

Teaching Dance in the 21st Century: A Literature Review

Sööt¹,

Viskus²

2014

EJSBS

View full text Add to dashboard Cite

T his article reports findings from a literature review study that aimed to describe the general development trends and challenges of contemporary dance pedagogy and point out currently the essential aims and teaching methods in dance pedagogy. Based on the literature review, we identified seven main themes that are further discussed in this article: holistic dance teacher; selfregulation and reflection; the somatic in dance; the relation of dance pedagogy with dance as an art form; new media, technology and other art forms in dance education; multicultural in dance educat ion; issues of gender and sexuality.

show abstract

“…However, as students may not have a realistic view of their experiences while describing these, video facilitation can support students in describing their practices (see e.g. Sööt & Leijen, 2012). Experiments with streaming video to support students' reflection have been carried out in teacher education and other professional training programmes using a video-based learning environment called DiViDU (Kulk, Janssen, Gielis, & Scheringa, 2005;Leijen, Lam, Wildschut, Simons, Admiraal 2009b;Leijen, Valtna, Leijen & Pedaste, 2012).…”

Section: Supporting Students' Reflectonmentioning

confidence: 99%

Developing Tools For Supporting Music Instrument Studies: Model For Reflection

Kivestu

Leijen²

2013

EJSBS

View full text Add to dashboard Cite

Contemporary pedagogies of musical instruments stress the importance of active and reflective learning (Brown 2008, Scott 2011. However, a model for supporting students' reflection in this context is currently missing. The aim of the study is to develop and validate a model for supporting music students' reflection processes in the context of music instrument studies. The model identifies the processes of reflection and specifies, based on the challenges of each process, how to support reflection in this context. Expert validation of the model was carried out through focus group interviews with twelve instrument teachers in three different institutes in Estonia. Findings suggest that with minor modifications, the model, developed based on the findings of supporting reflection in various contexts of higher education, is suitable for the context of music instrument studies.

show abstract

Designing Support for Reflection Activities in Tertiary Dance Education

Cited by 38 publications

References 14 publications

Towards a developing construct in dance education – exploring the relation of emotional intelligence to teacher’s sense of efficacy and teaching experience among dance education student teachers in the United Kingdom

Towards a developing construct in dance education – exploring the relation of emotional intelligence to teacher’s sense of efficacy and teaching experience among dance education student teachers in the United Kingdom

Teaching Dance in the 21st Century: A Literature Review

Developing Tools For Supporting Music Instrument Studies: Model For Reflection

Contact Info

Product

Resources

About