Importance of students’ views and the role of self-esteem in lessons of creative dance in physical education

Steinberg, Claudia; Steinberg, Fabian

doi:10.1080/14647893.2016.1208646

Cited by 20 publications

(14 citation statements)

References 26 publications

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“…Placing themselves in a gym reactivated their affective and emotive experiences of dance and of being a teacher in PE. Second, in relation to the theme 'creating trust', we contribute by describing experiences of how to create a safe learning environment (Steinberg and Steinberg 2016;Weeks 1986) by being aware of what movements are to be performed, placement and moving together. Third, in relation to the themes 'giving time and space' and 'unfolding freely', we show how reflections on intercorporeal and interaffective experiences in the ongoing teaching situation help build understanding of creative dance and on how to teach.…”

Section: Discussionmentioning

confidence: 99%

“…The focus on how to encourage the pupils to create dance based on their own movement experiences and interest, and the students' awareness of space could inform them if the pupils felt safe or not, in the creative situation, were meaningful both to the pupils and to the teacher students. In this process, creating a sense of trust seemed important, which is in line with Steinberg and Steinberg (2016) and Weeks (1986). The students' investigation also included paying attention to how the pupils connected with them, to their movement possibilities, with each other and to the space.…”

Section: Creating Trustmentioning

confidence: 91%

“…In current research on creative dance in a PE context, creative dance is described either as a way of expressing subjective experiences (Cone 2009;Mattsson 2016;Minton 2007;Steinberg and Steinberg 2016;Torrents et al 2012) or as a way of composing dances with set movements from various dance forms (Keun, Keun, and Hint 2006;Larsson and Karlefors 2015;Morin 2008). These two approaches to teaching and learning creative dance in PE is in line with what Dragon (2015) describes as two paradigms within dance education in general: a student-centered approach focusing on dance as education and a teacher-centered approach centering on dance as performance.…”

Section: Research On Teaching Creative Dancementioning

confidence: 99%

“…First, it is important to activate the teacher students' previous dance experiences before they start teaching creative dance (Minton 2007). Second, it is important to create a safe learning environment for creating dance at the university and, third, to give space for reflection on the teacher students' understanding of creative dance and on their teaching practice (Mattsson 2016;Steinberg and Steinberg 2016;Stevens and Huddy 2016).…”

Section: Research On Teaching Creative Dancementioning

confidence: 99%

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Teaching creative dance in school – a case study from physical education in Norway

Ørbæk

Engelsrud

2020

Research in Dance Education

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In this qualitative case study, the authors examine teacher students' experiences from teaching creative dance in their practicum in physical education (PE) in Norwegian schools. From a phenomenological perspective, and taking concepts such as participatory sense-making, embodied affectivity and embodied interaffectivity as a point of departure, the authors ask: How do the students experience their interaction with their pupils? How do the students' interact with their pupils in their creative dance teaching? How can these experiences contribute to-and illuminate-teaching creative dance in PE more general? The data material consists of interviews and reflection notes, carried out and written between August 2011 and December 2012. The results show how students starting from instructing set movements and facilitating expressive exploration, evolved toward a teaching practice that encompassed the connections between movements, emotions and language for teaching and learning. The authors conclude that there is a need for further research both on what creative dance as a subject in a school context can become, and on how teaching creative dance can be practiced. The authors suggest further research is needed on how awareness of intercorporeal and interaffective experiences can be relevant concepts for understanding teaching and learning creative dance.

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Section: Discussionmentioning

confidence: 99%

Section: Creating Trustmentioning

confidence: 91%

Section: Research On Teaching Creative Dancementioning

confidence: 99%

Section: Research On Teaching Creative Dancementioning

confidence: 99%

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Teaching creative dance in school – a case study from physical education in Norway

Ørbæk

Engelsrud

2020

Research in Dance Education

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“…Mokytojai šiuo atveju stengėsi perteikti geranoriškumą, meilę vaikams, o labiausiai džiaugsmą, kurį jiems suteikia šis darbas. Būtent džiaugsmas, jaudulys, šiluma ir meilė buvo įvardytos kaip dažniausiai patiriamos teigiamos mokytojų emocijos, kurios daugiausia yra susijusios su mokytojų pasirenkamomis lanksčiomis ir kūrybiškomis mokymo strategijomis (Frenzel et al, 2015;Steinberg, Steinberg, 2016), susijusiomis su prisitaikymu prie mokinių mokymosi poreikių. Čia netiesiogiai pradeda ryškėti emocijų poveikis ugdymo procesui.…”

Section: Tyrimo Rezultatų Aptarimasunclassified

Emocinė inteligencija fizinio ugdymo procese: fizinio ugdymo mokytojų ekspertų patirtys

Sokolova¹,

Lisinskienė²

2020

Sporto Mokslas / Sport Science

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Didžiausia emocijų gausa bei jų intensyvumu iš visų mokomųjų dalykų mokykloje pasižymi fizinio ugdymo pamokos. Kad mokiniams būtų sukuriama palanki psichologinė aplinka, šiose pamokose turi būti skirta daugiau dėmesio emocijų raiškai ir jų ugdymui. Mokytojų emocijų raiška leidžia mokiniams suvokti, ką mokytojas jaučia, atitinkamai į tai reaguoti ir kartu iš to mokytis. Tinkamai išreiškiamos mokytojų emocijos, darydamos poveikį mokinių savijautai ir elgesiui, teigiamai paveikė tokius mokinių veiksnius kaip socialiniai įgūdžiai, motyvacija, aktyvumas mokykloje ir už mokyklos ribų, mėgavimasis veikla, informacijos įsisavinimas, bendradarbiavimas, dėmesingumas, pasiekimai, adaptacija, pozityvus požiūris, entuziazmas ir kt. O netinkamai išreiškiamos mokytojų emocijos pasireiškė visapusiška žala: motyvacijos pablogėjimu, tarpasmeninių santykių suprastėjimu, negatyvių emocijų patirtimi ir suintensyvėjimu, nuoboduliu, prastesniu dėmesingumu, neaktyvumu. Dėl mokslininkų vėlyvo susidomėjimo pasigendama išsamių mokslinių tyrimų šioje srityje. Tokie tyrimai yra reikalingi tam, kad į šią problemą būtų atsižvelgiama objektyviau, o mokymo proceso kokybė būtų gerinama efektyviau. Tad šio tyrimo tikslas-atskleisti mokytojų ekspertų emocinės inteligencijos svarbą fizinio ugdymo procese. Uždaviniai: 1. Atskleisti mokytojų ekspertų patiriamas emocijas fizinio ugdymo pamokų metu; 2. Atskleisti mokytojų ekspertų patiriamų emocijų fizinio ugdymo pamokų metu raišką ir jų poveikį mokiniams; 3. Išsiaiškinti, kaip mokytojų ekspertų patiriamų emocijų raiška veikia fizinio ugdymo procesą. Tyrimo metodai: kokybinis tyrimas-tematinė analizė, pusiau struktūruoti individualūs interviu. Tyrimo metu išryškėjo mokytojų dažniausiai patiriamos emocijos fizinio ugdymo pamokų metu: pozityvios-geranoriškumas, meilė vaikams ir džiaugsmas; negatyvios-pyktis, įtampa, stresas, emocinis nuovargis. Kiekvienas iš mokytojų buvo linkęs pasitelkti emocijų valdymą tam, kad galėtų neigiamas emocijas sulaikyti arba stengtis jas tinkamai išreikšti. Kiekvienas apklaustas mokytojas buvo linkęs reikšti teigiamas emocijas, tačiau kalbant apie negatyvias emocijas, visi mokytojai teigė pasitelkiantys tam tikrą emocijų valdymo būdą, kad galėtų neigiamas emocijas suvalyti arba stengtis jas tinkamai išreikšti. Raktažodžiai: fizinio ugdymo pamoka, mokytojai, emocinė inteligencija. school context, and also in the process of physical education. Research object: emotional intelligence in the process of physical education. Research aim was to reveal the importance of teachers' (experts') emotional intelligence in the process of physical education. Research methods: analysis of scientific literature, qualitative research: thematic analysis (Braun, Clarke, 2006). Research participants. 4 teachers (experts) from Vilnius and Kaunas cities. Results. Three topics emerged during the research: emotions experienced by teachers, emotions experienced by students and the role of emotions in education. These three themes have evolved into the sub-themes, the most significant of which were the ...

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Listening to Why Boys (Don’t) Dance: Creating Inclusive Dance Experiences for Boys

Keane

2022

Masculinity, Intersectionality and Identity

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Importance of students’ views and the role of self-esteem in lessons of creative dance in physical education

Cited by 20 publications

References 26 publications

Teaching creative dance in school – a case study from physical education in Norway

Teaching creative dance in school – a case study from physical education in Norway

Emocinė inteligencija fizinio ugdymo procese: fizinio ugdymo mokytojų ekspertų patirtys

Listening to Why Boys (Don’t) Dance: Creating Inclusive Dance Experiences for Boys

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