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Abstract
In this paper, a qualitative study of teacher views on improvisation practices in dance education is reported. Eleven professional dance teachers with a wide experience in using improvisation in dance teaching participated in the study answering to a semi-structured interview, which included various questions about aspects of improvisation in dance education such as meanings, motor and mental abilities involved, basic exercises, most frequently used ideas for teaching and organisation of a typical lesson. A qualitative analysis was performed using an inductive method, which provided evidence of various teaching processes during dance improvisation and the techniques employed by teachers in dance education. Teachers demonstrated awareness about the potentialities of improvisation in dance education as well as skills and competences developed during the educational activities. A learner-centred approach in dance improvisation teaching and the relationship between motor, cognitive and emotive domains were evident. The results are discussed in relation to the use of improvisation in dance education.