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The Interplay of Knowledge and Practice in Dance Teaching: What we Can Learn From a Non-Traditional Dance Teacher

Published online by Cambridge University Press:  22 July 2014

Sylvie Fortin  and
Daryl Siedentop
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If we are serious about dance education within the school setting and the preparation of professional dance educators, current dance educators must engage in the difficult identification of the knowledge base required for competent teaching, and develop the materials and strategies to transfer this to students. (Brooks Schmitz 1990, 61)

As Brooks Schmitz recognized, the improvement of dance education will arise from a better understanding of the dance teacher's knowledge in relation to its pedagogical delivery. Although research on teacher knowledge has become a major focus of research in general education (Elbaz 1993; Leinhardt 1990; Schön 1983; Shulman 1986), such research is absent in dance.

Type
Articles
Information
Dance Research Journal , Volume 27 , Issue 2 , Fall 1995 , pp. 3 - 15
Copyright
Copyright © Congress on Research in Dance 1995

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