Teachers as agents of change in curricular reform: the position of dance revisited

ABSTRACT

This paper reports findings from a recent large-scale survey of Physical Education (PE) teachers’ perceptions of teaching dance and compares them to results of a study completed 10 years previously [MacLean, J. (2007). A longitudinal study to ascertain the factors that impact on the confidence of undergraduate physical education student teachers to teach dance in Scottish schools. European Physical Education Review, 13(1), 99–116]. The current position of dance is examined in light of the introduction of Curriculum for Excellence (CfE) in 2010, a national initiative in Scottish schools that provides a unified flexible curricular framework for children aged 3–18. Dance remains part of the PE curriculum but also for the first time in Scotland occupies an additional position within the Expressive Arts (EA). Teachers are positioned as agents of change tasked with greater autonomy, flexibility and responsibility in curriculum design. The inclusion of dance in both PE and EA provides potential for teachers to design curricula that excludes dance from the PE curriculum or alternatively use the opportunity to increase dance provision. Currently, little is known about the impact CfE has on the provision and position of dance or the factors that impinge on teachers’ decisions regarding the inclusion of dance in the curriculum. To further such understanding, 85 secondary school PE teachers responded to a questionnaire concerning dance opportunities within the current school context. In addition, the original participants from MacLean (2007) research were re-interviewed to identify and explore the factors that enable teachers to achieve agency when teaching dance. The results indicated that collaborative planning, united goals and collective action had enabled teachers to significantly increase dance provision in schools. Teacher attention had shifted from concerns about individual capacity to a focus on the level of social, cultural and material support in providing valuable educational experiences in dance for all pupils.

KEYWORDS:

• Dance
• physical education
• teacher agency
• collective agency
• policy enactment

Acknowledgements

Many thanks to the PE teachers who took part in the questionnaire and interviews. In addition, many thanks are expressed to Peter Hill and the two reviewers for their helpful comments on an earlier draft of this paper.

Disclosure statement

No potential conflict of interest was reported by the author.

ORCID

Justine MacLean http://orcid.org/0000-0001-9062-5896