The procedure of guided core reflection for supporting the professional development of novice dance teachers
Failid
Kuupäev
2018-06-26
Autorid
Ajakirja pealkiri
Ajakirja ISSN
Köite pealkiri
Kirjastaja
Abstrakt
Sarnaselt teistele haridusdistsipliinidele, seisab kaasaegne tantsuharidus uute väljakutsete ees, otsides sobivaid formaate, strateegiaid ja metoodikaid. Ühelt poolt on tantsuharidus seotud suurenenud vajaduse ning teadlikkusega liikumisharrastuse olulisest rollist tänapäevase ühiskonna füüsiliselt passiivse eluviisi juures. Teisest küljest annab tants kui emotsiooni väljendus võimaluse kogeda kunstilist eneseväljendust. On tantsustiile, mis kalduvad pisut enam liikumise kui spordi või liikumise kui kunsti poole. Kuid üks ja ühine taotlus/soov on neil mõlemal poolel – vajadus analüüsiva, mõtestava, reflekteeriva tantsuõpetaja järele. Tantsuhariduse pedagoogiline praktika tõdeb küll refleksiooni olulisust erinevatel õpetamis- ja õppimistasanditel, kuid jätkuvalt on vähe arusaamist refleksiooni meetoditest ja fookusest.
Käesoleva tööga otsiti sobivamat käsitlust ja protseduuri refleksiooni toetamiseks algaja tantsuõpetaja hariduses, mis võtaks arvesse erialaspetsiifikat. Nii oli käesoleva uurimistöö eesmärk i) anda ülevaade refleksiooni eesmärkidest, fookusest ja protsessidest algajate tantsuõpetajate koolitamise kontekstis; ii) uurida, kuidas refleksiooni kõige tulemuslikumalt algajate tantsuõpetajate koolitamisel kõrgkoolitasandil rakendada; iii) luua refleksioonimudel, mis toetaks algajaid tantsuõpetajaid ja hinnata, kuidas loodud mudel toimib ning milliseid tulemusi annab. Eesmärkide alusel püstitatud uurimisküsimustele vastamiseks viidi läbi kolm empiirilist uuringut, mille jaoks disainiti suunatud sügava refleksiooni 3-etapiline protseduur, viidi läbi erinevad refleksiooniprotseduurid, lisati protseduurile erialaspetsiifiline vaatenurk.
Kokkuvõtlikult võib välja tuua, et käesoleva doktoritöö panus tantsuhariduse valdkonda on: 1) sügava refleksiooniprotseduuri, suunatud refleksiooni mudeli ja somaatlise vaatenurga seostamine ja selle alusel senini valdkonnas puudu olnud suunatud sügava refleksiooniprotseduuri metoodilise juhendi loomine, mis loob võimaluse arendada terviklikku ja reflektiivset lähenemist õpetajakoolituses; 2) juhendaja sekkumiste rolli teadvustamine refleksiooniprotsessi läbiviimisel; 3) õpetaja tegutsemise tasandite ja argumentatsiooni tasandite seostamine ja võrdlev uurimine, mis annab võimaluse toetada algaja õpetaja professionaalset arengut.
Like other educational disciplines, the field of dance education is developing dynamically and searching for suitable formats, strategies and methods. On the one hand, dance education is related to the increased need for and awareness of the important role of being physically active in our modern society’s physically passive lifestyle. On the other hand, dance as an expression of emotion creates the opportunity to experience artistic self-expression. There are dance styles that are more inclined towards movement as a sport or movement as an art, but they share one and the same ambition – the need for a reflective dance teacher, who analyses, gives meaning and discusses his or her teaching experience to support realizing the learning potential of his or her students. Although pedagogical practice in dance education recognises the importance of reflection at the different levels of learning and teaching, there still seems to be confusion regarding the focus of reflection and limited awareness of different methods to support reflection in dance education. The current study, therefore, focuses on the initial dance teacher preparation, trying to find a more profession-specific approach and procedures that support reflection in novice dance teachers. The aims of the current research were i) to explore the aims, focus and methods of reflection in the context of novice dance teacher education; ii) to study how to implement reflection in the most suitable way while preparing novice dance teachers at the level of higher education; iii) to create a reflection model that would support novice dance teachers, and to evaluate how the model works and what kinds of results it delivers. To answer the research questions, three empirical studies were carried out. They included the design of the 3-stage procedure of guided core reflection, conducting different reflection procedures, and a specific professional aspect was added to the procedure, keeping in mind the focus of body-mind unity in reflecting on embodied practice and bodily experiences. In conclusion, the current study provides the domain of dance education with new knowledge that (1) connects the procedure of reflection and the somatic point of view to create a guided core reflection procedure as a methodological instruction that had thus far been missing from the domain, (2) focuses on the supervisor's interventions while conducting the reflection procedure, and (3) connects teacher activity levels and argumentation levels and their comparative research to open up a new development trend for the domain while analysing the teacher’s pedagogical standpoints.
Like other educational disciplines, the field of dance education is developing dynamically and searching for suitable formats, strategies and methods. On the one hand, dance education is related to the increased need for and awareness of the important role of being physically active in our modern society’s physically passive lifestyle. On the other hand, dance as an expression of emotion creates the opportunity to experience artistic self-expression. There are dance styles that are more inclined towards movement as a sport or movement as an art, but they share one and the same ambition – the need for a reflective dance teacher, who analyses, gives meaning and discusses his or her teaching experience to support realizing the learning potential of his or her students. Although pedagogical practice in dance education recognises the importance of reflection at the different levels of learning and teaching, there still seems to be confusion regarding the focus of reflection and limited awareness of different methods to support reflection in dance education. The current study, therefore, focuses on the initial dance teacher preparation, trying to find a more profession-specific approach and procedures that support reflection in novice dance teachers. The aims of the current research were i) to explore the aims, focus and methods of reflection in the context of novice dance teacher education; ii) to study how to implement reflection in the most suitable way while preparing novice dance teachers at the level of higher education; iii) to create a reflection model that would support novice dance teachers, and to evaluate how the model works and what kinds of results it delivers. To answer the research questions, three empirical studies were carried out. They included the design of the 3-stage procedure of guided core reflection, conducting different reflection procedures, and a specific professional aspect was added to the procedure, keeping in mind the focus of body-mind unity in reflecting on embodied practice and bodily experiences. In conclusion, the current study provides the domain of dance education with new knowledge that (1) connects the procedure of reflection and the somatic point of view to create a guided core reflection procedure as a methodological instruction that had thus far been missing from the domain, (2) focuses on the supervisor's interventions while conducting the reflection procedure, and (3) connects teacher activity levels and argumentation levels and their comparative research to open up a new development trend for the domain while analysing the teacher’s pedagogical standpoints.
Kirjeldus
Väitekirja elektrooniline versioon ei sisalda publikatsioone
Märksõnad
dance teachers, professional development, reflection, teacher training, dance education