STUDENT TEACHERS' ATTITUDES TOWARDS TEACHING CREATIVE DANCE IN ELEMENTARY SCHOOL
Bibliographic record
Abstract
ABSTRACT. Given the benefits of creative dance in children's development, its absence, or near absence, in the elementary school curriculum is a cause for concern. The purpose of this inquiry was to identify student teachers' attitudes towards teaching creative dance and to investigate whether participation in creative dance workshops could change their attitudes. One hundred and twenty-four student teachers completed pre- and post-workshop surveys designed to examine attitudes towards creative dance. Ten of these student teachers also participated in a focus group interview. Findings indicated that prior to participating in the workshops, student teachers did not feel comfortable teaching creative dance due to physical concerns, a lack of practical ideas for integrating creative dance into their teaching, and an inadequate understanding of what creative dance is. To alleviate this discomfort they stated that they needed resources, practical ideas, and exposure to creative dance. Consequently, the workshops were designed to meet these needs. Following the workshops, student teachers reported thattheyfeltmore confident and comfortable teaching creative dance and that they intended to integrate creative dance into their teaching practices. They attributed these changes to having a greater understanding of creative dance, gaining a higher level of comfort as a result of the workshops, recognizing the physical and therapeutic benefits of creative dance, and realizing how easy it is to integrate creative dance into the curriculum. The study showed that teacher educators can change student teachers' attitudes towards teaching creative dance by identifying student concems regarding creative dance, and then designing workshops addressing these concerns. Moreover, the findings support the notion that giving creative dance a greater role in teacher education would enable future teachers to feel more confident teaching it and result in more children being exposed to school programs emphasizing creativity, problem solving, and aesthetic expression. ATTITUDES DES PROFESSEURS STAGIAIRES A L'EGARD DE L'ENSEIGNEMENT DE LA DANSE CREATIVE A L'ECOLE PRIMAIRE RESUME. Compte tenu des effets positifs de la danse creative sur le developpement des enfants, son absence ou sa quasi-absence du programme de l'ecole primaire donne matiere a preoccupation. L'objectif de cette recherche etait de cerner les attitudes des professeurs stagiaires a l'egard de l'enseignement de la danse creative et de determiner si la participation a des ateliers de danse creative est susceptible de modifier ces attitudes. Cent vingt-quatre professeurs stagiaires ont repondu a des questionnaires pre et post-atelier dont le but etait de connaitre leurs attitudes a l'egard de la danse creative. Dix de ces professeurs stagiaires ont egalement pris part a un groupe de discussion. Les resultats revelent qu'avant d'assister aux ateliers, les professeurs stagiaires se sentaient mal a l'aise a l'idee d'enseigner la danse creative a cause de preoccupations d'ordre physique, d'un manque d'idees pratiques pour integrer la danse creative dans leur enseignement et d'une connaissance insuffisante de la danse creative. Pour attenuer ce malaise, ils ont affirme avoir besoin de ressources, d'idees pratiques et d'une exposition a ce type de danse. C'est pourquoi les ateliers ont ete concus pour repondre a ces besoins. A l'issue des ateliers, les professeurs stagiaires ont affirme qu'ils se sentaient plus confiants a enseigner la danse creative et qu'ils avaient l'intention d'integrer ce type de danse dans leurs methodes d'enseignement. Ils ont attribue ces changements d'attitude au fait qu'ils comprenaient mieux la danse creative, qu'ils avaient acquis un plus grand niveau d'assurance grâce aux ateliers, qu'ils reconnaissaient les avantages physiques et therapeutiques de la danse creative et qu'ils comprenaient combien il etait facile d'integrer ce type de danse dans le programme. L'etude a revele que les professeurs charges de la formation des maitres peuvent modifier les attitudes des professeurs stagiaires a l'egard de l'enseignement de la danse creative en reconnaissant leurs preoccupations au sujet de ce type de danse et en organisant des ateliers pour y repondre. De plus, les conclusions etayent l'idee que le fait d'attribuer a la danse creative un role plus important dans la formation des maitres devrait permettre aux futurs professeurs d'avoir plus d'assurance a l'enseigner et pourrait exposer un plus grand nombre d'enfants aux programmes scolaires insistant sur la creativite, la resolution de problemes et l'expression esthetique.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.008 |
| Meta-epidemiology (narrow) | 0.000 | 0.001 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.003 | 0.001 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.004 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".