<abstract xmlns="http://www.w3.org/1999/xhtml"><p> The aim of the study is to illuminate a teacher‘s conceptions of quality expressed through verbal and non-verbal actions in relation to summative assessments of dance knowledge. The following research questions are considered in the study: What conceptions of quality emerge during grade conferences? In what ways do teacher’s conceptions of quality reflect knowledge hierarchies? How do the teacher’s and student’s conceptions of quality relate to each other? To grasp the phenomenon, material was gathered during observations in a Swedish upper secondary school and from the teacher’s written reflections. Individual grading conversations were observed between the teacher and ten students attending a course called Dance technique 1. In the analytical process, the phenomenon was seen, broadened out, varied, and then condensed into two themes: conceptions of quality expressed through the teacher‘s focus on abilities and conceptions of quality expressed through views on the progression of dance knowledge.</p></abstract>

The aim of the study is to illuminate a teacher‘s conceptions of quality expressed through verbal and non-verbal actions in relation to summative assessments of dance knowledge. The following research questions are considered in the study: What conceptions of quality emerge during grade conferences? In what ways do teacher’s conceptions of quality reflect knowledge hierarchies? How do the teacher’s and student’s conceptions of quality relate to each other? To grasp the phenomenon, material was gathered during observations in a Swedish upper secondary school and from the teacher’s written reflections. Individual grading conversations were observed between the teacher and ten students attending a course called Dance technique 1. In the analytical process, the phenomenon was seen, broadened out, varied, and then condensed into two themes: conceptions of quality expressed through the teacher‘s focus on abilities and conceptions of quality expressed through views on the progression of dance knowledge.

Teacher’s conceptions of quality in dance education expressed through grade conferences

Luleå University of Technology Art, Communication and learning Snickargatan 20, Box 744 Piteå G941 28 4 0LT,

Journal of Pedagogy

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

The aim of the study is to illuminate a teacher‘s conceptions of quality expressed through verbal and non-verbal actions in relation to summative assessments...

Teacher’s conceptions of quality in dance education expressed through grade conferences

Publié en ligne: 30 déc. 2016

Pages: 11 - 32

DOI: https://doi.org/10.1515/jped-2016-0014

Mots clés
conceptions of quality, assessment, grade conference, life-world phenomenology, dance education

© by Ninnie Andersson

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

Teacher’s conceptions of quality in dance education expressed through grade conferences

Publié en ligne: 30 déc. 2016

Pages: 11 - 32

DOI: https://doi.org/10.1515/jped-2016-0014

Mots clésconceptions of quality, assessment, grade conference, life-world phenomenology, dance education

© by Ninnie Andersson

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

Mots clés
conceptions of quality, assessment, grade conference, life-world phenomenology, dance education