Abstract
This article examines perceptions of observant dance teachers on aspects related to their professional world. The study included 119 teachers, graduates of the dance department at an academic- religious college of education in Israel. The data was collected through a structure questionnaire developed specifically for the study and through interviews with teachers. The data shows that the predictor for the perception of the contribution of dance lessons to pupils is the interrelations between dance and the inner world. The significance of these interrelations arises, among other things, in the finding that the teachers' choice of instruction of the art of dance allows them to realize themselves and mold a new path in the instruction of dance within a religious worldview, as part of an education system compatible with their own worldview.
Highlights
In order to examine the differences in the perception of the various motivations for choosing dance instruction, an analysis of variance was conducted with repeated measures, and a significant main effect was found (F(3,103) =39.82; p
The qualitative analysis of the interviews allows for an expansion and enhancement of the quantitative information regarding the perception of the various motivations for choosing the teaching profession
The current study examined the perceptions of observant dance teachers towards three aspects: their motivations for choosing dance instruction, the interrelations between faith and the art of dance, and the contribution of studying the art of dance as part of the formal curriculum in the R.G.E. system to the pupils
Summary
Professional identity constitutes a part of the self-identity of a person and is defined as a sense of belonging to the profession and identification with it [1]. Intrinsic motivations – studies show that the intrinsic motivations – connected with the essence of the profession – are the most prominent in choosing it These considerations are related to the satisfaction issuing from the work of teaching itself, and from its inherent characteristics, perceived by a person as matching their skills and personality [3; 5]. Extrinsic motivations – the instrumental aspects of the teaching profession, which are not part of its professional characteristics These considerations relate to aspects such as social status and work conditions – long vacations, the level of pay, required profession and tenure. Another significant aspect is the fact that the teaching profession is suited to family life and parenting. Another significant aspect is the fact that the teaching profession is suited to family life and parenting. [3; 6; 8]
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