A Set of Descriptive Case Studies of Four Dance Faculty Members' Pedagogical Practices

Abstract

ABSTRACT Dance faculty members come from a variety of backgrounds, which lead to varied knowledge bases and varied teaching practices. More information is needed about the current pedagogical practices of higher education dance faculty. This study sought to provide a description of four faculty members' pedagogical approaches to a dance technique class in a higher education dance department. Participants were studied through qualitative methods including interviews, observations, and document analysis. Five major themes emerged from the data: desire to teach, teaching focus, challenging students, instructional methods, and assessment strategies. The results provide information about current practices of these four faculty members, and although not necessarily universal, these findings could prove useful for future research concerning dance pedagogy.