Developing well-rounded dance teachers: critical thinking attitudes in dance teacher education
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To become a well-rounded dance teacher requires them to know more than just how to teach movement. What kind of educational training is necessary to produce a well-rounded teacher? This study suggests that a holistic, well-rounded education–one which is equipped with knowledge taken from in many areas of study rather than preserved in a traditional approach–is needed for fostering dance educators who are competent and adaptable to diverse work setting. In order to achieve this goal, dance teachers must possess learning–not just having information (environmental awareness, child care, etc), but being able to process that information (critical thinking skills, for example) in a way that values the students–which cuts across a wide scope of cognitive processes and develops good critical thinking skills. This paper also explains how dance educators and researchers need to develop and provide holistic education that uses critical thinking skills, and to apply those skills in ongoing dance teacher education. A better critical –thinking apparatus would enable dance teachers to customize their curricula based on individual student’s needs and limitations. Further investigation and diverse study of continuing professional development that fosters critical thinking skills will be needed to facilitate the implementation of those skills within future well-rounded dance teacher-training programs.
Abstract
To become a well-rounded dance teacher requires them to know more than just how to teach movement. What kind of educational training is necessary to produce a well-rounded teacher? This study suggests that a holistic, well-rounded education–one which is equipped with knowledge taken from in many areas of study rather than preserved in a traditional approach–is needed for fostering dance educators who are competent and adaptable to diverse work setting. In order to achieve this goal, dance teachers must possess learning–not just having information (environmental awareness, child care, etc), but being able to process that information (critical thinking skills, for example) in a way that values the students–which cuts across a wide scope of cognitive processes and develops good critical thinking skills. This paper also explains how dance educators and researchers need to develop and provide holistic education that uses critical thinking skills, and to apply those skills in ongoing dance teacher education. A better critical –thinking apparatus would enable dance teachers to customize their curricula based on individual student’s needs and limitations. Further investigation and diverse study of continuing professional development that fosters critical thinking skills will be needed to facilitate the implementation of those skills within future well-rounded dance teacher-training programs.
참고문헌 (25)
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