Troubling Methods-Centric “Teacher Production”: Social Foundations in Dance Education Teacher Preparation

Abstract

Preparing dance specialist teachers to successfully educate an increasingly diverse student population highlights a number of challenges within an educational policy landscape characterized by technical production, methods-centric teacher preparation, teacher-proof curriculum, and standardization. The ramifications of these policies have significantly narrowed the scope of teacher preparation and stripped curricula of educational foundations content. This article presents a praxis-incorporative approach for integrating social foundations content into dance teacher preparation based on a review of relevant national standards. Recommendations and insights, grounded in research findings from an undergraduate dance pedagogy course (n D 59) taught from critical and feminist pedagogical perspectives, are discussed.

Collaborative practices in dance research: unpacking the process

“…Two recent examples are his publications written with this author (Barr and Risner 2014;Risner and Barr forthcoming). Both focus on integrating social justice concerns into dance teacher preparation courses, and why such a pedagogical shift is necessary.…”

Dance-Related Research In Tertiary Education : A Systematic Literature Review

“…Egyértelműen látszott, hogy a publikált kutatások több, mint 70%-a angol anyanyelvű országokból származott, ezen belül több, mint 60% (n = 26) az Egyesült Államokból (Baran, 2020;Bonner, 2022;Brown, 2022;Clendinning, 2022;Conner et al 2021;DiPasquale et al, 2021;DiPasquale & Roberts, 2022;Risner & Musil, 2017;Dragon, 2015;Duffy, 2015Duffy, , 2019Duffy, , 2020Gail et al, 2018;Haines & Torres, 2016;Johnson, 2018;Kearns, 2016;Lopez, 2019;McCarthy-Brown, 2015;Patton et al, 2022;Pulinkala, 2014;Purvis, 2018;Risner & Barr, 2015;Robinson, 2016;Sulé, 2015;Walker, 2019) és az Egyesült Királyságból (n = 17) (Assandri, 2019;Domene & Morley, 2022;Dryburgh, 2020;Dryburgh & Jackson, 2016;Ehrenberg, 2020;Farrer, 2018;Higdon & Stevens, 2017;Johnson et al, 2019;Kelsey & Uytterhoeven, 2016;Mills, 2014;O'Leary et al, 2019;Petsilas et al, 2019;Rimmer, 2017;Ritchie & Brooker, 2018Roe, 2017;Seago, 2020), míg csak a cikkek mindössze 10,14%-a származott Ausztráliából…”

“…Harmadik kérdésünk a vizsgálatok kutatási módszertanára vonatkozott. A kutatások közel kétharmadában (62,32%) (n = 43) kvalitatív kutatási eszközöket alkalmaztak (Assandri, 2019;Baran, 2020;Barton & Ryan, 2014;Bonner, 2022;Conner et al, 2021;Domene & Morley, 2022;Duffy, 2019Duffy, , 2020Dryburgh, 2020;Dryburgh & Jackson, 2016;Ehrenberg, 2020;Farrer, 2018;Haines & Torres, 2016;Higdon & Stevens, 2017;Johnson, 2018;Johnson et al, 2019;Kaktikar, 2016;Kattner, 2016;Kelsey & Uytterhoeven, 2016;Leijen & Sööt, 2016;Liu, 2020;Lopez, 2019;McCarthy-Brown, 2015;Mitchell, et al, 2018;‚Ofamo'oni, 2021;O'Leary et al, 2019;Patton et al, 2022;Petsilas et al, 2019;Pulinkala, 2014;Rimmer, 2017;Risner & Barr, 2015;Ritchie & Brooker, 2018Robinson, 2016;Roe, 2017;Salcedo et al, 2017;Seago, 2020;Stevens et al, 2019;Stevens & Huddy, 2016;Sulé, 2015;Tembrioti & Tsangaridou, 2013;Tsompanaki, 2014;…”

WhoLoDancE: digital tools and the dance learning environment

“…Dewey's (1969) early work in developing a theory of learning through experience criticises 'traditional' teaching approaches and educational theory, arguing that learners should contribute to the construction of new knowledge, rather than having bodies of knowledge and information, which have been constructed from past generations, simply transmitted and reiterated as it was first, traditionally, taught. Kolb (2015) built upon Dewey's philosophy of experiential learning by developing a model for the learning process itself that, although focused on scientific inquiry, has been valuable for arts researchers, including those located in dance pedagogy (Risner & Barr 2015;Ross 2012;Stinson 2002).…”