A narrative inquiry into experiences of learning dance among male physical education teachers

Research output: Contribution to conferencePapers

Abstract

This is a narrative study to inquire the experiences of my inner self through my life journey in teaching and learning of dance. Stemming from my experience as a student, a secondary school PE teacher, and a PE lecturer I have become critically aware of the need for learning of dance. Dance, probably more than games and gymnastics, offers many opportunities for integrating movement experiences with various aspects of the curriculum. The Hong Kong Curriculum Development Council (1995) states that at least two periods per week should be allocated to physical education and the teaching of dance should be included if the teacher aim to produce a balanced program. However, dance tends to receive less attention in physical education program, and most male PE teachers are found reluctant to teach dance. The inclusion of dance certainly depends on whether teachers consider it important for children to become skillful in and knowledgeable about expressive movement forms. The value we place on dance is personalized and revealing text in attempt to help others to rethink and recreate the meaning in learning and teaching of dance.
Original languageEnglish
Publication statusPublished - 1999

Citation

Chan, E. (1999, February). A narrative inquiry into experiences of learning dance among male physical education teachers. Paper presented at the International Conference on Teacher Education 1999: Teaching Effectiveness and Teacher Development in the New Century, Hong Kong Institute of Education, China.

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