Effects of an In-Service Program on Eight Teachers' Attitudes and Practices regarding Creative Dance

Abstract

This article describes a study designed to examine the effects of an in-service program on 8 Canadian teachers' attitudes and practices regarding creative dance. The program addressed 7 areas relevant to planning and designing such programs: program content, clarification of goals, reasons for participation, students' reactions, support systems, program climate, and practical ideas and teaching methods. 8 case-study subjects, selected from those participating in a preworkshop interview, took part in 6 3-hour workshops, 2 classroom observation visits, journal writing, and a postworkshop interview. All teachers changed both their reported attitudes toward and practices regarding creative dance, and all change was in the direction of greater receptivity to creative dance. 4 months after the completion of the workshop series, all 8 teachers reported implementing creative dance in their classroom programs, and all said they planned to continue to use creative dance as an educational tool. These findings both support and extend the literature on staff development and change and contribute to knowledge of the conditions necessary for staff development to change teachers' attitudes and practices.