Pedagogical practices of reflection in tertiary dance education

被引：14

作者：

Leijen, Aeli ^{[1
]}

Lam, Ineke ^{[1
]}

Simons, P. Robert-Jan ^{[1
]}

Wildschut, Liesbeth ^{[2
]}

机构：

[1] Univ Utrecht, Inst Educ, IVLOS, NL-3508 TC Utrecht, Netherlands

[2] Univ Utrecht, Dept Theatre Film & Televis, NL-3508 TC Utrecht, Netherlands

来源：

EUROPEAN PHYSICAL EDUCATION REVIEW | 2008年 / 14卷 / 02期

关键词：

dance education; pedagogy; reflection;

D O I：

10.1177/1356336X08090707

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

The three different perspectives on reflection in education are embedded in the philosophical traditions of pragmatism, critical social theory and Kant. We aimed to describe the pedagogical practices of reflection, and to develop a descriptive model of the practices of reflection in tertiary dance education which can be used by dance educators to support their students' reflection activities. Data about the reflection practices were collected from 13 dance teachers in the Netherlands. The developed model of pedagogical practices consists of five types of reflection based on the Kantian and pragmatists' notions of reflection.

引用

页码：223 / 241

页数：19

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