The Teacher's Body: Injury and Evolution of Teaching

Autor/in	Seidel, Hannah
Titel	The Teacher's Body: Injury and Evolution of Teaching
Quelle	In: Research in Dance Education, 23 (2022) 1, S.75-90 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Seidel, Hannah)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1464-7893
DOI	10.1080/14647893.2021.1993173
Schlagwörter	Dance Education; Teaching Methods; Human Body; Injuries; Teacher Competencies; Social Bias; Elementary Secondary Education; Postsecondary Education; Community Programs; Preschool Education; Psychomotor Skills; Visual Stimuli; Verbal Communication; Cues; Student Centered Learning; Creative Activities; Student Attitudes; Self Concept; Teacher Attitudes + Suchen Sie Ihr Suchwort? Dance; Education; Tanzerziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Menschlicher Körper; Lehrkunst; Post-secondary education; Tertiäre Bildung; Pre-school education; Vorschulerziehung; Psychomotorische Aktivität; Stichwort; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Schülerverhalten; Selbstkonzept; Lehrerverhalten
Abstract	Dance teachers use a wide range of methods to communicate effectively with students. Amongst the many possibilities, movement demonstration is often a salient, even expected, tool in dance classes. But when the teacher's body undergoes an injury or other significant physical change, what effect does the altered physical experience have on pedagogical practices? This paper examines data gathered through a nation-wide survey of dance teachers who work in a variety of settings within the field and who self-identify as having or having had an injury or significant physical change. Modifications in class content and teaching methods are explored, sharing considerations with potential relevance to other dance educators. Perceptions of the teacher's continued ability to perform their duties with an altered physicality are queried in the context of ableism, presenting a picture of the battleground between empathy and judgment that can manifest in the dance community surrounding issues of physical capability. The paper also reflects on the act and implications of evolving one's teaching practices for teacher and students, contemplates the intersection of identity and physicality in dance, and discusses pedagogical practices that support a culture of openness and understanding recognizing that all bodies change over time. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01