An Analysis of Situations and Perspectives of Secondary Education Korean Dance Teachers’ Task Presentation Sustainable Teaching Effectiveness

Eunchang Kwak,Inseon Kwon

doi:10.3390/su14031762

Eunchang Kwak, Inseon Kwon

Open Access

https://doi.org/10.3390/su14031762

Copy DOI

Journal: Sustainability	Publication Date: Feb 3, 2022
Citations: 2	License type: CC BY 4.0

Affiliation: Kyung Hee University, Kongju National University

Abstract

The purpose of this study was to investigate the task presentation situations and perspectives of secondary education Korean dance teachers in terms of sustainable teaching effectiveness. The subjects included two teachers with 5 years of experience, two with 6–15 years of experience, and one with more than 16 years of experience. Jazz dance and Korean folk dance were the tasks for the study. For data collection, 20 classes were videotaped by research assistants. Data were analyzed using the Qualitative Measurement Teacher Performance System (QMTPS) and reliability was set to 90. Interviews were also conducted to collect more detailed information on their task presentation. The results of this study show that the less experienced the teacher, the lower their QMTPS scores, as well as their students’ attention to and perception of task presentation. Checking for students’ understanding of the task was unclear and stereotyped. All teachers indicated that their knowledge on task presentation was very poor and few specified that education was provided during their in-service teacher training programs. The findings indicate that teacher training programs should provide specific information and experience on task presentation for sustainable effective teaching skills.

Highlights

Task presentation skills are important for teachers in terms of their teaching effectiveness
All teachers indicated that their knowledge on task presentation was very poor and few specified that education was provided during their in-service teacher training programs
The findings indicate that teacher training programs should provide specific information and experience on task presentation for sustainable effective teaching skills

Summary

Introduction

Task presentation skills are important for teachers in terms of their teaching effectiveness. Task presentation is defined as an instructional event whereby the teacher delivers information to learners as to “what they are to do and how they are to do it” [1]. Teachers expect students to perform well when presented with a task [2]. Contrary to the expectations of teachers, the understanding level of students is not always high. The reason for this is that the teacher’s task presentation may be vague, of poor quality [3], or delivering a large amount of information at once, leading to students’ failing or struggling to understand the task. High-quality task presentation increases students’ task adherence, practice time, and achievement [4,5,6]

Objectives

Methods

Discussion

Conclusion