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A Qualitative Case Study of the Role of Reflective Practices in Pre-Service Dance Teachers' Development of Pedagogical Content Knowledge and Critical Consciousness.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A Qualitative Case Study of the Role of Reflective Practices in Pre-Service Dance Teachers' Development of Pedagogical Content Knowledge and Critical Consciousness./
Author:	Pickett, Josey Marie.
Description:	1 online resource (194 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 84-12, Section: A.
Contained By:	Dissertations Abstracts International84-12A.
Subject:	Teacher education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30521585click for full text (PQDT)
ISBN:	9798379700393

A Qualitative Case Study of the Role of Reflective Practices in Pre-Service Dance Teachers' Development of Pedagogical Content Knowledge and Critical Consciousness.
Pickett, Josey Marie.

A Qualitative Case Study of the Role of Reflective Practices in Pre-Service Dance Teachers' Development of Pedagogical Content Knowledge and Critical Consciousness. - 1 online resource (194 pages)

Source: Dissertations Abstracts International, Volume: 84-12, Section: A.

Thesis (Ph.D.)--The University of Texas at El Paso, 2023.

Includes bibliographical references

This qualitative case study investigates the ways stakeholders in a senior/seminar teaching practicum construct and engage in reflection. It also explores the ways these modes of reflection intersect with pre-service dance teachers' development of pedagogical content knowledge (PCK) and critical consciousness (CC). Specifically, the study contributes to the minimal amount of literature on the use of reflective practices in dance teacher education by using the theoretical framework of reflection-in-action and embodiment to bring greater attention to the informal, social, dialogical, and embodied dimensions of teaching and learning. Themes identified related to pre-service dance teachers' development of PCK and CC in regards to reflection include: The Learning Arc: Defining PCK and CC, and the Backdrop of Texas Public Education; Formal Reflective Practice: Manufacturing PCK and the Absence of CC; Dialogical Reflective Practice: Extending Expertise, Fostering PCK, and Modeling CC; and Embodied Reflective Practice: Composing Dance Teacher Identity.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798379700393Subjects--Topical Terms:

3172312
Teacher education.
Subjects--Index Terms:

Critical consciousnessIndex Terms--Genre/Form:

542853
Electronic books.

A Qualitative Case Study of the Role of Reflective Practices in Pre-Service Dance Teachers' Development of Pedagogical Content Knowledge and Critical Consciousness.
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504 $a Includes bibliographical references
520 $a This qualitative case study investigates the ways stakeholders in a senior/seminar teaching practicum construct and engage in reflection. It also explores the ways these modes of reflection intersect with pre-service dance teachers' development of pedagogical content knowledge (PCK) and critical consciousness (CC). Specifically, the study contributes to the minimal amount of literature on the use of reflective practices in dance teacher education by using the theoretical framework of reflection-in-action and embodiment to bring greater attention to the informal, social, dialogical, and embodied dimensions of teaching and learning. Themes identified related to pre-service dance teachers' development of PCK and CC in regards to reflection include: The Learning Arc: Defining PCK and CC, and the Backdrop of Texas Public Education; Formal Reflective Practice: Manufacturing PCK and the Absence of CC; Dialogical Reflective Practice: Extending Expertise, Fostering PCK, and Modeling CC; and Embodied Reflective Practice: Composing Dance Teacher Identity.
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650 4 $a Higher education. $3 641065
650 4 $a Dance. $3 610547
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