Abstract
This essay explores factors influencing high-quality teaching in dance. The author argues that deficiencies in the skills needed to teach the content of dance (i.e., pedagogical knowledge) pose a bigger threat to effective instruction than familiarity with the subject being taught (i.e., content knowledge). The process of learning to teach not only elucidates the basics of sound pedagogy but also reveals key ideas and personal beliefs about dance that engenders better teaching and learning. The author concludes with suggestions for developing pedagogical knowledge in dance.
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