The Dance of Becoming: Pedagogy in Dance/Movement Therapy in the United States.
The purpose of this study was to begin to define pedagogical theory and practice in the field of dance/movement therapy (DMT). Fourteen DMT educators from American dance therapy association approved programs participated in the study, taking part in individual semi-structured interviews through a ph...
| Publicado en: | American Journal of Dance Therapy Vol. 43; no. 2; pp. 167 - 188 |
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| Formato: | research Journal Article |
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Springer Nature
Dec2021
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=153978689&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 153978689 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 01463721 5MM jtl: American Journal of Dance Therapy issn: 01463721 maglogo: N pubinfo: dt: Dec2021 vid: 43 iid: 2 pid: 237 pub: Springer Nature place: New York, New York artinfo: ui: 153978689 153456935 153978689 153978689 10.1007/s10465-021-09351-0 153978689 ppf: 167 ppct: 21 formats: fmt: @attributes: type: P tig: atl: The Dance of Becoming: Pedagogy in Dance/Movement Therapy in the United States. aug: au: Blanc, Valerie affil: Department of Expressive Therapies, Graduate School of Arts and Social Sciences, Lesley University, 39 Everett Street, 02139, Cambridge, MA, USA sug: subj: Dance Therapy Education Communication Learning Environment Teaching Methods Human United States Allied Health Personnel Phenomenological Research Semi-Structured Interview Grounded Theory Focus Groups Social Justice Cultural Diversity ab: The purpose of this study was to begin to define pedagogical theory and practice in the field of dance/movement therapy (DMT). Fourteen DMT educators from American dance therapy association approved programs participated in the study, taking part in individual semi-structured interviews through a phenomenological lens. The participants had taught in the DMT field for at least five years and at most 44 years. Utilizing grounded theory methods, two focus groups were also conducted in which six DMT educators discussed initial qualitative themes from the individual interviews. Through an engaged process, participants were able to participate in the further defining of the study's themes. Data were analyzed using grounded theory methods of initial and focused coding. The researcher also used member checking, peer review, and a personal research journal to name her own reflexive position within the emerging data. The researcher's findings centered around six qualitative themes. These themes named the importance of the DMT student's development of self-awareness including body identity, cultural identity, and professional identity all housed within the experience of embodied learning. Findings also named the importance of educator transparency and modeling in the classroom to create space for student exploration. Recommendations from the study aimed towards creating more opportunities for educators to collaborate and communicate across the field with the goal of creating best practices for DMT education. Also recommendation for DMT educators centered around clarity of expectations in the embodied self-reflective learning process. pubtype: Academic Journal doctype: research Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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