Confessions of a Teacher with Two Left Feet: Using Self-Study to Examine the Challenges of Teaching Dance in PETE

Autor/in	Baker, Kellie
Titel	Confessions of a Teacher with Two Left Feet: Using Self-Study to Examine the Challenges of Teaching Dance in PETE
Quelle	In: Asia-Pacific Journal of Health, Sport and Physical Education, 6 (2015) 3, S.221-232 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1837-7122
DOI	10.1080/18377122.2015.1092719
Schlagwörter	Dance Education; Physical Education Teachers; Teacher Educators; Student Attitudes; Teaching Methods; Qualitative Research; Journal Writing; Reflection; Lesson Plans; Feedback (Response); Personal Narratives; Teacher Education; Coding; Comparative Analysis; Content Analysis; Socialization; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Dance; Education; Tanzerziehung; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Teacher education; Lehrerausbildung; Lehrerbildung; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Qualitative Forschung; Zeitschriftenaufsatz; Lesson planning; Unterrichtsplanung; Erlebniserzählung; Codierung; Programmierung; Inhaltsanalyse; Socialisation; Sozialisation
Abstract	This self-study provides insights into my experiences as a learner and teacher of dance education. The purpose of the research is to consider ways physical education (PE) teacher educators can reconsider and recontextualise their students' perspectives about learning PE subject content through the lens of dance education. Data consisted of multiple qualitative sources such as reflective teacher journals, lesson plans and yearly block plans, and student feedback. The main finding revealed that understanding one's teacher socialisation can be used to inform pedagogies of teacher education (e.g. articulating the "how" and "why" of teaching practice, making implicit knowledge of teaching explicit, prioritising community building and inclusion). As well, this research revealed the possibility that some students' perceptions and perspectives around offering dance as part of a comprehensive curriculum can be positively influenced during a relatively short 13-week course, despite negative socialising experiences with dance. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01