The Taller de Prácticas Docentes [Teaching Practice Workshop], a role-playing-based proposal for Higher Dance Studies

Abstract

This study focuses on current developments in Higher Dance Studies in Spain. The proposal for a Taller de Prácticas Docentes [Teaching Practice Workshop,or TPD by its Spanish acronym] carried out at the Higher Dance Conservatory of Alicante (Spain) and implemented as a pilot experience at this centrebecame our research point of reference. A learning space was designed in the TPD for the purpose of familiarising students with a type of experiential learning through role playing. Furthermore, a controlled classroom atmosphere was created seeking to encourage the habit of reflexive action in the future of Dance teaching.This research was based on both a case study and a mixed approach. The methodological proposal put forward through the TPD is based on the analysis of experiences as well as their impact on those involved in them, especially with regard to the reflections by teachers and students. Findings confirm that the TPD appears as an innovative process which helps students develop their capacity to be reflexive professionals. This is why the TPD was eventually included in the Conservatory’s Official Curriculum after its experimentation.

Keywords:

• Dance
• Higher Education
• reflexive professional
• teaching practices