The Interplay of Knowledge and Practice in Dance Teaching: What we Can Learn From a Non-Traditional Dance Teacher

Fortin, Sylvie; Siedentop, Daryl

doi:10.2307/1478017

Cited by 37 publications

(21 citation statements)

References 28 publications

(13 reference statements)

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“…This perspective, however, strongly contrasts with the previous traditional processes of dance teachers' learning how to teach based on replicating their previous teachers' behaviours (Bakka, 1999;Erkert, 2003;Fortin & Siedentop, 1995;Huddy & Stevens, 2014;Kimmerle & Côté-Laurence, 2003;Lakes, 2005;Paskevska, 1992). …”

Section: List Of Figuresmentioning

confidence: 87%

“…Expert performers, as teachers, seem able to extrapolate performance abilities and skills to the field of teaching (Fortin & Siedentop, 1995); even though they might not consider, for instance, pedagogical foundations to dance teaching as essential (Baumol, Jeffri, & Throsby, 2004;Gilbert, 2005). Musil (2010) described an anecdotal case where an excellent dance performer was hired to teach a two-week course in a university dance program.…”

Section: The Influence Of Dance Teachers' Previous Experiences As Expmentioning

confidence: 99%

“…The literature on dance pedagogy suggests that most dance educators support the integration of knowledge of subject matter with pedagogical knowledge for effective teaching (Andrzejewski, 2009;Connell, 2009;Fortin & Siedentop, 1995;Kassing & Jay, 2003;Warburton, 2009); however, an enduring question remains: how to achieve the suitable combination of subject matter and pedagogical knowledge requirements for effective teaching given that pedagogical effectiveness is context and domain dependent (Berliner, 2001(Berliner, , 2004. Shulman (1987) further explained that the knowledge base for teaching is supported by subject matter and pedagogy and that the teacher needs to be capable of transmitting subject matter through specific teaching strategies inclusive of adaptability to variations in students' abilities and backgrounds.…”

Section: Teaching Technique As Subject Mattermentioning

confidence: 99%

“…It has been suggested that expert dance performers might have the tendency to extrapolate non-pedagogical individual abilities (i.e., performance abilities) to the field of teaching (Fortin & Siedentop, 1995) and, indeed, some individuals might naturally evolve in their careers from expert performance to teaching or coaching (Bailey & Pickard, 2010;Schinke, Bloom, & Salmela, 1995). However, successful transitions have not always been evident in dance, as only a limited number of expert performers become expert pedagogues (Gilbert, 2005;Warburton, 2008).…”

Section: The Influence Of Previous Experience As An Expert Performer mentioning

confidence: 99%

“…Initially, dance research focused on dance teachers' deficient practices and on the causes of those deficiencies. A major issue highlighted in the literature was that teachers of dance lacked knowledge about effective teaching practices (Howse, 1987), whereby dance teachers acquired their teaching skills by replicating their own previous teachers' behaviours being offered as the explanation (Fortin & Siedentop, 1995;Lakes, 2005;Paskevska, 1992). The literature on pedagogical expertise (Bereiter & Scardamalia, 1993) and dance pedagogy (Erkert, 2003) has described learning from previous teachers as a 'master-apprentice' interaction or as 'apprenticeship by observation' (Grossman, 1990).…”

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confidence: 99%

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The acquisition of pedagogical expertise in dance : a constraints-led approach

Rodrigues¹

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The aim of this PhD research program was to explore the acquisition of pedagogical expertise in dance teachers. A review of the literature on dance pedagogy and expertise revealed three limitations in relation to dance teachers' pedagogical development. First, the literature suggested that a dancer's transition to teacher was traditionally based on replication of previous teachers' behaviours.Second, the literature additionally identified that there appears to be a tendency within the dance field to accept as dance teachers those who have rich and varied experiences as expert dance performers; although they may have little pedagogical knowledge and experience. Thirdly, there is not a unified theoretical consensus on how to analyse the acquisition of pedagogical expertise in dance teachers.The majority of theoretical approaches to dance pedagogy have been based on traditional information processing theory and within the theoretical framework of cognitive psychology. This latter approach can be viewed as limited because of its exclusive focus on the individual and neglect of important ecology influencing an individual's behaviour. Some promising research in the dance and sport literature has theorised individuals as dynamical systems performing in their ecologies. The ecological dynamics theoretical approach is multidisciplinary in nature and allows theorisation of a range of factors in human performance systems, such as those found in dance. Within this approach, the constraints-led theoretical framework allows analysis of environmental, task, and individual factors. Given the lack of prior research in the field and the variety of dance experience to be studied, it was concluded that combining the constraints-led theoretical framework with a qualitative approach would be appropriate to undertake a retrospective investigation of the potential constraints influencing the acquisition of pedagogical expertise. The following research questions (RQs) guided the general enquiry. This research project included an initial data-driven thematic analysis followed by a theory-driven thematic analysis. In other words, both inductive and deductive thematic analyses were conducted and, after extensive analysis and refinement, the interpretation of rich data concerning participants' life experiences, allowed for the identification of five major themes that influenced their acquisition of pedagogical expertise. These themes were then mapped into the constraints-led theoretical framework as environmental constraints (mentors, role models, and students); task constraints (rules); and individual constraints (needs). These environmental constraints were then explored with reference to previous research related to each specific theme (i.e., mentors, role models, students, rules, and needs) as well as with reference to empirical research and the theoretical principles of the constraints-led theoretical framework.The results of this research study provide theoretical as well as potential practical contributions to the fields of e...

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Section: List Of Figuresmentioning

confidence: 87%

Section: The Influence Of Dance Teachers' Previous Experiences As Expmentioning

confidence: 99%