The acquisition of pedagogical expertise in dance : a constraints-led approach

Abstract

This thesis explored the acquisition of pedagogical expertise by dance teachers in a tertiary setting. The constraints-led theoretical framework with a qualitative approach was utilised to undertake a retrospective investigation of the potential factors, or constraints, influencing the acquisition of pedagogical expertise in dance. The results identified five themes, which were mapped into the constraints-led theoretical framework as environmental constraints (i.e., mentors, role models and students); task constraints (i.e., rules); and, individual constraints (i.e., needs). The results from this study highlight the potential of understanding constraints within their specific context in order to improve dance teachers’ pedagogical development.