Speaker
Description
Literature shows that dance teaching tends to be based on traditional pedagogy. There is scarce evidence on the reflective process of the in-service dance teachers as professionals and as individuals. A participatory observation of dance teacher practice in Greece shows that there is no clear tendency to acknowledge the differentiated learning needs of each student in terms of pedagogy. Dance teaching remains rather empirical following the traditional pedagogy approach. There is not only a need for a pedagogical swift towards true learner-centered (student-centered) dance pedagogy in Greece but a stronger need for in-service teachers’ reflection upon themselves and their students. Based on Korthagen and Vasalos’ “onion” model and Kolb’s experiential learning cycle, I propose three modes of reflection for in-service dance teachers: i. reflection about the students, ii. reflection about the dance teaching process and iii. reflection about their teaching experience as individuals.
CV
Elissavet Lintzerakou is PhD Candidate at the National and Kapodistrian University of Athens, Department of Educational Studies. She holds two Master degrees: MA in Professional Practice in Dance Technique Pedagogy (Middlesex, UK) and MSc in Educational Policy and Management in Education (NKUA). She holds a BA in Dance. Since 2016 she has been teaching dance and kinesiology in private and Secondary art education. She has participated as a speaker in several conferences and has published papers on dance pedagogy, art, leadership and management in State Secondary Education. She has taught short seminar courses in Master Degree Programs in Cyprus and Crete.
