Dance teacher education for the school context

Views and Achievements in Step With Experience

Bibliographic Data

ID5867395
AuthorsCecília Silvano Batalha (0000-0003-1012-3007, Fundação Municipal de Educação de Niterói (FME), Brasil), Giseli Barreto Da Cruz (0000-0001-5581-427X, Universidade Federal do Rio de Janeiro)
Year2024
Volume40
Publication date2024-01-01
Open AccessYes
TypeARTICLE
VenueEducar em Revista (JOURNAL)
Journal identifiersISSN: 0104-4060 • E-ISSN: 1984-0411
PublisherFapUNIFESP (SciELO) (PUBLISHER)
DOI10.1590/1984-0411.84257-t
OpenAlexW4404613250
SciELOS0104-40602024000100137
LanguageEN
References cited2

This paper focuses on the training of dance teachers for the school context, and it looks at how the initial teacher education of dance teachers is conducted within a public university with a solid background in the field. Two theoretical perspectives to teacher education served as catalysts in the research process: the idea of a reflective and practical professional, connected with that of professional teacher knowledge. Its methodology involved documentary analysis and narrative interviews, and its epistemic-methodological contribution consists in an (auto)biographical approach. The analysis was built from aspects that inquire on the initial teacher education of dance teachers, as well as on dance education conceptions and practices. The results indicate that reflections about dance elements and personal experiences with the artistic field are considered in teaching and learning processes in dance. Findings include views of dance as an art form, as well as methodologies that are conducive to creative processes and an education conception that is both interactive and collaborative

Archaeology · Art · Context (archaeology · Dance · Dance education · Geography · Mathematics education · Pedagogy · Sociology · Visual arts · Art Education and Development · Diversity and Impact of Dance · Physical Education and Pedagogy · Psychology

Tools

Open DOIOpen Access