An Evaluation Study on the Embedding of Reflective Practice in the Further Education Programme KigaDance for Nursery Teachers

Autor/inn/en	Steinberg, Claudia; Rudi, Helena
Titel	An Evaluation Study on the Embedding of Reflective Practice in the Further Education Programme KigaDance for Nursery Teachers
Quelle	In: Research in Dance Education, 23 (2022) 3, S.285-299 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Steinberg, Claudia) ORCID (Rudi, Helena)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1464-7893
DOI	10.1080/14647893.2020.1853691
Schlagwörter	Dance; Dance Education; Adult Education; Preschools; Program Evaluation; Formative Evaluation; Preschool Teachers; Theory Practice Relationship; Reflection; Literacy; Foreign Countries; Germany + Suchen Sie Ihr Suchwort? Tanz; Dance; Education; Tanzerziehung; Adult; Adults; Adult basic education; Adult training; Erwachsenenbildung; Programme evaluation; Programmevaluation; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Theorie-Praxis-Beziehung; Alphabetisierung; Schreib- und Lesefähigkeit; Ausland; Deutschland
Abstract	This article deals with the connection between theory and practice in the context of a further education programme (FEP) (KigaDance) for nursery teachers based on contemporary dance education. The evaluation of the FEP had a programme-forming objective within the meaning of a formative evaluation. The applied method included data collection based on non-participant observation of the teaching units over a period of 15 months along with interviews and questionnaires. The participants were 12 nursery teachers (11 female and one male) between the ages of 18 and 48 years. During the evaluation process, several questions regarding the appropriate combination of the theoretical and practical phases emerged. Four categories (e.g. the category 'need for didactic reduction') were identified through qualitative content analysis, all of which highlight the challenges inherent in linking theoretical and practical learning content within the FEP. Taken together the data indicates that reflective phases, which take place at the end of each unit, turned out to be most effective and meaningful for the participants. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01