Off the Paper and into the Dance: Investigating Preservice Elementary Teachers' Experiences with Dynamic Spatial Reasoning Choreography Tasks

Autor/inn/en	An, Song A.; Tillman, Daniel A.; Hachey, Alyse C.
Titel	Off the Paper and into the Dance: Investigating Preservice Elementary Teachers' Experiences with Dynamic Spatial Reasoning Choreography Tasks
Quelle	In: Research in Dance Education, 22 (2021) 1, S.17-37 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (An, Song A.) ORCID (Tillman, Daniel A.) ORCID (Hachey, Alyse C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1464-7893
DOI	10.1080/14647893.2020.1814231
Schlagwörter	Dance Education; Elementary School Teachers; Preservice Teachers; Teaching Methods; Learning Experience; Spatial Ability; Design; Toys; Worksheets; Barriers; Bilingualism; Metropolitan Areas; Thinking Skills; Mathematics Instruction; Essays; Student Attitudes; College School Cooperation; Teacher Education Programs + Suchen Sie Ihr Suchwort? Dance; Education; Tanzerziehung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Lernerfahrung; Räumliches Vorstellungsvermögen; Toy; Spielzeug; Bilingualismus; Ballungsraum; Denkfähigkeit; Mathematics lessons; Mathematikunterricht; Essay; Aufsatzunterricht; Schülerverhalten
Abstract	This study aimed to empirically investigate preservice teachers' learning experiences during a series of geometry-themed choreography and dance activities. These pedagogical tasks were designed to examine the challenges and solutions that participants experienced when exercising their spatial reasoning abilities, particularly during the transition between the choreography designs they had generated on a Lego-based grid worksheet and real-world dancing positions. The data collection for this study took place at an elementary school located within a bilingual metropolitan area along the southwestern United States border. The overall findings indicated that all of the participating preservice teachers' dance teams encountered interrelated challenges, most of which were variations on disorientation, primarily due to transitioning between representations of space and the deprivation of the typically employed spatial navigation reference points that are used in normal activities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01