Always Being on Your Toes: Elementary School Dance Teachers' Perceptions of Inclusion and Their Roles in Creating Inclusive Dance Education Environments

Autor/in	Zitomer, Michelle R.
Titel	Always Being on Your Toes: Elementary School Dance Teachers' Perceptions of Inclusion and Their Roles in Creating Inclusive Dance Education Environments
Quelle	In: International Journal of Inclusive Education, 21 (2017) 4, S.428-440 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2016.1197327
Schlagwörter	Elementary School Teachers; Dance Education; Teacher Attitudes; Inclusion; Teacher Role; Public School Teachers; Foreign Countries; Semi Structured Interviews; Observation; Data Analysis; Teacher Student Relationship; Student Needs; Student Responsibility; Teacher Expectations of Students; Values; Individual Differences; Attitudes toward Disabilities; Canada + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Dance; Education; Tanzerziehung; Lehrerverhalten; Inklusion; Lehrerrolle; Ausland; Beobachtung; Auswertung; Teacher student relationships; Lehrer-Schüler-Beziehung; Wertbegriff; Individueller Unterschied; Kanada
Abstract	Teachers are key players in creating inclusive dance education environments. Guided by a conceptual framework of relational ethics, this qualitative study explored the perceptions and practices of four elementary school dance teachers teaching in public schools in two large school districts in Western Canada. Data collection involved interviews, observation, and researcher field notes. Thematic analysis guided data analysis procedures. Analysis revealed six themes connected to teacher perceptions: (a) valuing uniqueness; (b) establishing supportive relationships; (c) becoming pedagogically aware; (d) regarding children's needs; (e) teaching students about responsibility; and (f) having high expectations. Dance teachers valued inclusion and dance as a means for enabling student movement exploration and discovery of their unique style and ability. By acknowledging and respecting difference, the practice of accommodating diverse learning needs contributed to the learning of all students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01