Pedagogical context of practical dance classes in higher education: A case of Dutch choreography and technique teachers

Abstract

The aim of the study was to identify, which features of the pedagogical context in practical dance classes could be viewed as the basis for developing a suitable web-based ICT application. The sample consisted of 20 practical dance teachers from four Dance Academies in the Netherlands. Data about the pedagogical context was gathered using a questionnaire and an interview. Results showed there were similar patterns in applying reflection in terms of content, methods and frequency in choreography and technique classes. Reflection can therefore be considered as a widespread educational need of practical dance classes and used as the pedagogical basis for developing a suitable ICT tool for this type of education.