Confessions of a teacher with two left feet: using self-study to examine the challenges of teaching dance in PETE

Abstract

This self-study provides insights into my experiences as a learner and teacher of dance education. The purpose of the research is to consider ways physical education (PE) teacher educators can reconsider and recontextualise their students' perspectives about learning PE subject content through the lens of dance education. Data consisted of multiple qualitative sources such as reflective teacher journals, lesson plans and yearly block plans, and student feedback. The main finding revealed that understanding one's teacher socialisation can be used to inform pedagogies of teacher education (e.g. articulating the how and why of teaching practice, making implicit knowledge of teaching explicit, prioritising community building and inclusion). As well, this research revealed the possibility that some students' perceptions and perspectives around offering dance as part of a comprehensive curriculum can be positively influenced during a relatively short 13-week course, despite negative socialising experiences with dance.

Keywords:

• teacher education
• teacher educators
• socialisation
• dance education
• pedagogy
• teaching personal and social responsibility
• building community

Notes on contributor

Kellie Baker is a Ph.D. candidate at Memorial University of Newfoundland (MUN) who recently spent three years as a Senior Lecturer in the School of Human Kinetics and Recreation, MUN. Presently she is beginning her 20th year of teaching in the K-12 school system. Her current self-study research is looking at Models-Based Practice in PETE, in particular TPSR, Cooperative Learning, Peer Teaching, and Teaching Games for Understanding.