Visibilising the Invisible: Three Narrative Accounts Evoking Unassessed Graduate Attributes in Dance Education

Autor/inn/en	Longley, Alys; Kensington-Miller, Barbara
Titel	Visibilising the Invisible: Three Narrative Accounts Evoking Unassessed Graduate Attributes in Dance Education
Quelle	In: Research in Dance Education, 21 (2020) 1, S.18-33 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kensington-Miller, Barbara)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1464-7893
DOI	10.1080/14647893.2019.1644616
Schlagwörter	Dance Education; Graduates; Teaching Methods; Teacher Student Relationship; Professional Development; Personal Narratives; Higher Education; Job Skills; Program Descriptions; College Faculty; Teacher Attitudes; Employer Attitudes; Education Work Relationship; Transfer of Training + Suchen Sie Ihr Suchwort? Dance; Education; Tanzerziehung; Graduate; Absolvent; Absolventin; Hochschulabsolvent; Hochschulabsolventin; Teaching method; Lehrmethode; Unterrichtsmethode; Teacher student relationships; Lehrer-Schüler-Beziehung; Erlebniserzählung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Produktive Fertigkeit; Fakultät; Lehrerverhalten; Arbeitgeberinteresse; Training; Transfer; Ausbildung
Abstract	Dance holds a unique place in academia. The creative, embodied, collaborative activities typical to dance learning offer fresh insight to cross-disciplinary literature on the graduate attributes -- both visible and 'invisible' -- all graduates from a given institution are expected to hold. This article presents findings from the research project Making the Invisible Visible. We engage narrative methodology to present a series of amalgam characters reflecting specific ways in which 'invisible' graduate attributes are embedded in pedagogies, student-teacher relationships and student understandings of their professional skills. Firstly, we aim to create narratives that evoke the complexity of 'invisible' graduate attributes in tertiary dance education. Secondly, we respond to the question; How might specific 'invisible' attributes be made explicit and embedded in tertiary dance pedagogy? We present a framework to articulate how 'invisible' attributes can be made explicit and embedded in tertiary Dance Pedagogy. This framework may be utilized beyond the field of dance to generic tertiary fields of study. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01