Dance teachers: a review of a profession in transition

Abstract

In light of the strengthened position of dance in forthcoming changes in Swedish upper secondary school and teacher education, the present article deals with issues tied to the professionalization and education of dance teachers. Particular attention is paid to specific instances which eventually led to the establishment of a government-sponsored educational program in 1964. My aim is to highlight the changes, here understood as turning points, within the dance teaching area during parts of the twentieth century. These changes can be described in the form of three major themes: initiation, expansion, and establishment. The context under study is the Swedish one, but in close connection to international work in the area of dance and education.

Keywords:

• professionalization
• dance education
• dance teaching
• turning points

Notes

1. Empirical material from Styrke (2010). The terms teacher and educator are used synonymously.

2. Authors own translation.

3. Regarding turning point 3, the paragraph on educational content is taken from the preliminary annual report, schedules and meeting protocols, etc. The KI, Stockholm, 1964–1966.