Dance education: an examination of practitioners’ perceptions in secondary schools and the necessity for teachers skilled in the pedagogy and content of dance

Abstract

There is a lack of research examining practitioners’ beliefs, understanding and attitudes towards the teaching of dance in England. In order to address this gap in the evidence, this paper reports on a recent survey of dance practitioners (n = 198) living and working in Yorkshire, the largest county in England, on what they consider to be the most important aspects of dance teaching in schools, as well as their own capabilities in teaching this subject. The survey data were analysed using SPSS to provide descriptive and inferential results. The qualitative survey data focusing on practitioners’ responses to the most important aspects of dance teaching were recorded and analysed using a coding frame to capture frequently occurring responses. Systematic analysis of the quantitative data from the Likert‐type practitioner responses provided correlatory evidence of variables which were reduced through Varimax Rotation to create new variables. The new variables underwent two‐way analysis of variance tests. The findings provide information on practitioners’ perceptions on what they consider to be the most important aspects of dance teaching in schools and suggestions on teachers’ pedagogical approaches for the teaching of the subject in schools.