Teachers, dance and gender: methodological implications in the music classroom

The main objective of this study was to know and analyze the methodological approaches of primary school teachers during the practice of dance activities from a gender perspective. A cross-sectional quantitative analytical research was carried out with the participation of 81 primary school music teachers. For the collection of information, an ad hoc questionnaire was designed and structured in two sections: the first one referred to identification data and teaching experience, while the second one contained questions related to the methodology used by teachers during the dance activities. For data analysis, exploratory statistics were used for a descriptive analysis of the variables and confirmatory statistics for univariate, bivariate and multivariate analysis. The results reveal that the more experienced teachers show a more gender-sensitive methodological approach. In relation to the gender of the respondents, it has been observed that female teachers promote free and creative dance at a higher level than male teachers, although they in turn are more likely to consider dance to be feminine.