通过年级会议表达的舞蹈教师素质观念

Q3 Social Sciences

Journal of Pedagogy Pub Date : 2016-12-01 DOI:10.1515/jped-2016-0014

Ninnie Andersson

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引用次数: 9

摘要

摘要:本研究的目的是阐明教师通过语言和非语言行为表达的质量概念与舞蹈知识的总结性评估。在研究中考虑了以下研究问题:在年级会议中出现了什么样的质量概念?教师的素质观念在哪些方面反映了知识层次?教师和学生的素质观念是如何相互联系的?为了掌握这一现象，在瑞典一所高中的观察中收集了材料，并从老师的书面反思中收集了材料。老师和参加舞蹈技术1课程的10名学生之间进行了个别评分对话。在分析过程中，这一现象被发现、扩展、变化，然后浓缩为两个主题:通过教师对能力的关注表达的素质概念和通过对舞蹈知识进展的看法表达的素质概念。

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Teacher’s conceptions of quality in dance education expressed through grade conferences

Abstract The aim of the study is to illuminate a teacher‘s conceptions of quality expressed through verbal and non-verbal actions in relation to summative assessments of dance knowledge. The following research questions are considered in the study: What conceptions of quality emerge during grade conferences? In what ways do teacher’s conceptions of quality reflect knowledge hierarchies? How do the teacher’s and student’s conceptions of quality relate to each other? To grasp the phenomenon, material was gathered during observations in a Swedish upper secondary school and from the teacher’s written reflections. Individual grading conversations were observed between the teacher and ten students attending a course called Dance technique 1. In the analytical process, the phenomenon was seen, broadened out, varied, and then condensed into two themes: conceptions of quality expressed through the teacher‘s focus on abilities and conceptions of quality expressed through views on the progression of dance knowledge.

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来源期刊

Journal of Pedagogy Social Sciences-Education

CiteScore

1.10

自引率

0.00%

发文量

审稿时长

20 weeks

期刊介绍： The Journal of Pedagogy (JoP) publishes outstanding educational research from a wide range of conceptual, theoretical, and empirical traditions. Diverse perspectives, critiques, and theories related to pedagogy – broadly conceptualized as intentional and political teaching and learning across many spaces, disciplines, and discourses – are welcome, from authors seeking a critical, international audience for their work. All manuscripts of sufficient complexity and rigor will be given full review. In particular, JoP seeks to publish scholarship that is critical of oppressive systems and the ways in which traditional and/or “commonsensical” pedagogical practices function to reproduce oppressive conditions and outcomes. Scholarship focused on macro, micro and meso level educational phenomena are welcome. JoP encourages authors to analyse and create alternative spaces within which such phenomena impact on and influence pedagogical practice in many different ways, from classrooms to forms of public pedagogy, and the myriad spaces in between. Manuscripts should be written for a broad, diverse, international audience of either researchers and/or practitioners. Accepted manuscripts will be available free to the public through JoP’s open-access policies, as well as featured in Elsevier''s Scopus indexing service, ERIC, and others.