Experiences of teaching and learning dance among physical education (PE) student-teachers: The Hong Kong (HK) perspective

Dance has always been in the HK PE curriculum for primary and secondary schools, however, for various reasons, only a minority of teachers prioritise it in PE lessons. The 2002 Education Reformation safeguards dance in the curriculum, alongside seven other activity areas. Dance is also a core curriculum for the HK Institute of Education (HKIED) PE student teachers. It is unknown how they perceive dance and whether they will prioritise to teach dance after graduation, especially for the male students. This study investigates HKIED PE student teachers’ perceptions about dance teaching and learning before and after a dance module. Conducted by experienced lecturers, it lasted two semesters and consisted of five dance forms: folk, jazz, hiphop, social and creative. Students’ aesthetic ability, dance skills and teaching competency were emphasised. Nine B.Ed secondary school Year-1 students (4 males, 5 females) from the cohort of 20 were randomly selected and consented to participate in the study. After each lesson, students submitted an online reflection journal with two guided questions (about teaching strategies and dance skills). For each dance form, feedback was given regarding their practical assessments, and written assignments to enhancing the learning and teaching process. Qualitative data were documented by video-taping, electronic reflection journals, and semi-structured interviews by the same experienced researcher. Preliminary qualitative analysis of the results revealed a positive change in attitudes towards dance, and an increase in teaching competency after the module. Some had even developed a strong interest in certain dance forms and took regular courses since then. However, many reported an uncertainty about teaching dance in the future, not because of incompetence, but because of the current school culture that they experienced. Longitudinal research and in-depth analysis are warranted to see how these students perceived when they graduate in three years’ time.