Making Space for Assessment: Dance Teachers' Experiences of Learning and Teaching Prerequisites

Autor/in	Andersson, Ninnie
Titel	Making Space for Assessment: Dance Teachers' Experiences of Learning and Teaching Prerequisites
Quelle	In: Research in Dance Education, 19 (2018) 3, S.274-293 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Andersson, Ninnie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1464-7893
DOI	10.1080/14647893.2018.1523380
Schlagwörter	Dance; Dance Education; Teaching Experience; Prerequisites; Reflection; Secondary School Teachers; Foreign Countries; Educational Assessment; Sweden + Suchen Sie Ihr Suchwort? Tanz; Dance; Education; Tanzerziehung; Voraussetzung; Ausland; assessment; Bewertungssystem; Schweden
Abstract	The aim of this study is to illuminate and discuss assessment within dance education in Swedish upper secondary schools through teachers' reflections. The study investigates how teachers reflect upon the range of possibilities explored and difficulties encountered in their assessment practice. In order to be able to comprehend the phenomenon of teachers' reflections regarding their assessment practice, both written and verbal teacher reflections were gathered by means of seven interviews with four teachers, and one trilateral talk. Four teachers participated in the study. In the analytical process, the phenomenon was seen, broadened, varied, and then condensed into two themes: Conditions for assessment for learning and Making space for assessment. Both themes have aspects, which are intertwined: both include conditions for assessment as seen through various modalities, methods and tools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01