Designing Support for Reflection Activities in Tertiary Dance Education

摘要

The aim of the current study was to support beginning dance teacher's reflection on their teaching and student's learning. We designed a methodical instruction for guided core reflection (Korthagen & Vasalos, 2005; Husu et al., 2009), and aimed to find out: How do beginning dance teachers reflect following the guided core reflection procedure and which levels of teacher activity are reached with guided core reflection instruction? Data (840 units of reflection) was collected from nine dance students studying at a university in Estonia. The findings suggest that the developed instruction seems to be successful in supporting beginning dance teacher's reflection.