<abstract xmlns="http://www.w3.org/1999/xhtml"><p>This article investigates the professional identity of dance teacher educators by looking at one specific educator. We show how the practice-based dance knowledge acquired through the act of dancing creates a foundation for teaching dance and dance teaching, as well as theoretical dance subjects, such as dance pedagogy. Through this research, it has become apparent that there has been a lack of educator education in dance teacher education in Norway, and therefore, dance teacher educators can be understood to be self-taught. We show how, by making conscious choices, dance teacher educators have the possibility to enter and pursue educator education; how, through these choices, one gains new experiences; and how meaning making and experience are closely connected with identity construction as an ongoing process. The article adopts a phenomenological research approach inspired by Max van Manen, and the materials were gathered through interviews, conversations and textual readings.</p></abstract>

This article investigates the professional identity of dance teacher educators by looking at one specific educator. We show how the practice-based dance knowledge acquired through the act of dancing creates a foundation for teaching dance and dance teaching, as well as theoretical dance subjects, such as dance pedagogy. Through this research, it has become apparent that there has been a lack of educator education in dance teacher education in Norway, and therefore, dance teacher educators can be understood to be self-taught. We show how, by making conscious choices, dance teacher educators have the possibility to enter and pursue educator education; how, through these choices, one gains new experiences; and how meaning making and experience are closely connected with identity construction as an ongoing process. The article adopts a phenomenological research approach inspired by Max van Manen, and the materials were gathered through interviews, conversations and textual readings.

Dance Teacher Educators’ Identity

Nordic Journal of Dance

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

{"article-title":"Dance Teacher Educators\u2019 Identity"}

This article investigates the professional identity of dance teacher educators by looking at one specific educator. We show how the practice-based dance...

Dance Teacher Educators’ Identity

Online veröffentlicht: 29. Sept. 2020

Seitenbereich: 4 - 15

DOI: https://doi.org/10.2478/njd-2016-0010

© 2016 Hilde Rustad et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.