Dance Teacher Education: Programme Analysis and Students’ Perceptions

• Authors: Birute Baneviciutė
• Languages of publication: EN

Abstracts

EN

The principles of education for sustainable development implemented in Lithuanian education system shifted the perceptions of teachers’ roles from disseminating knowledge towards developing students’ competencies of responsible, critical and creative thinking and acting. The objective of this research is to find out whether pre-service dance teachers in Lithuania are ready to meet challenges of contemporary educational paradigms. A questionnaire was administered to 59 pre-service dance teachers, and the analysis of five dance teacher education programmes was carried out. The findings reveal that, in general, pre-service dance teachers are not satisfied with the quality of the study process, although, according to their statement, they acquire the necessary knowledge.

Keywords

EN

dance teacher; teacher education; pedagogical practice; competencies

• Publisher: Sciendo
• Journal: Discourse and Communication for Sustainable Education
• Year: 2010
• Volume: 1
• Issue: 2
• Pages: 64-73

Dates

published

2010-06-01

online

2013-06-15

Contributors

author

Birute Baneviciutė

• Vilnius Pedagogical University, Studentų str. 39, LT-08106, Vilnius, Lithuania.Tel: [phone]

References

• Adomaitienė, J., Zubrickienė, I., & Andriekienė R. M. (2006). Pedagogų poţiūris į darnų vystymąsi: Aktualumas ir plėtros galimybės [Attitude of pedagogues towards sustainable development: Relevance and opportunities for development]. Pedagogika [Pedagogy], 84, 15-23.
• Aramavičiūtė, V., & Martišauskienė, E. (2006). Vertybių ugdymas - pedagoginių kompetencijų pamatas [Development of values as a foundation for pedagogical competencies]. Pedagogika [Pedagogy], 84, 33-37.
• Banevičiūtė, B. (2009). Šokis meninio ugdymo kaitos kontekste: menas, dalykas, metodas [Dance in the context of changes in artistic education: Art, subject and method]. Pedagogika [Pedagogy], 95, 160-166.
• Brūzgelevičienė, R. (2006). Darnaus vystymosi švietimo ir Lietuvos švietimo reformos idėjų sąsajos [Correlation between ideas of sustainable development and principles of Lithuanian education reform]. Pedagogika [Pedagogy], 84, 7-14.
• Brūzgelevičienė, R., & Ţadeikaitė, L. (2008). Ugdymo paradigmų kaita XX-XXI a. Sandūroje - unikalus Lietuvos švietimo istorijos reiškinys [The shift in the educational paradigm of the late 20th and the early 21st centuries - a unique phenomenon in the history of Lithuanian education]. Pedagogika [Pedagogy], 89, 18-28.
• Common European principles for teacher competencies and qualifications. (2005). Retrieved February 16, 2010, from http://europa.eu.int/comm/dgs/education_culture
• Guidelines and recommendations for reorienting teacher education to addresssustainability. (2005). Retrieved February 23, 2010, from http://unesdoc.unesco.org/images/0014/001433/143370E.pdf
• Improving the quality of teacher education. (2007). Retrieved February 18, 2010, from http://ec.europa.eu/education/policies/2010/objectives_en.html#training
• Ministry of Education and Science of the Republic of Lithuania. (2008). Generalprogrammes of primary and basic education. Vilnius: Education Supply Centre.
• Ministry of Education and Science of the Republic of Lithuania. (2007). Profile of teacherprofessional competences: The order of the minister of education and science No. ISAK-54 of 15 January. Vilnius: Office of the Ministry.
• Ministry of the Education and Science of the Republic of Lithuania. (2010). Regulations onteacher education: The order of the minister of education and science No. V-54 of 8 January. Vilnius: Office of the Ministry.
• Seimas of the Republic of Lithuania. (2003). Provisions of the National Education Strategyfor 2003-2012: Decision of the Parliament of Lithuania No. IX-1700 of 4 July. Vilnius: Office of the Seimas.
• Seimas of the Republic of Lithuania. (2003). Law on education: Decision of the Parliamentof Lithuania No. IX-1630 of 28 June. Vilnius: Office of the Seimas.
• Levin, B., & He, Y. (2008). Investigating the content and sources of teacher candidates personal practical theories (PPTs). Journal of Teacher Education, 59(1), 55-68.[WoS]
• Tilbury, D., & Wortman, D. (2004). Engaging people in sustainability. Gland and Cambridge: Commission on Education and Communication, International Union for Conservation of Nature and Natural Resources.
• UNESCO and sustainable development. (2005). Retrieved February 21, 2010, from http://unesdoc.unesco.org/images/0013/001393/139369e.pdf

Identifiers

DOI

10.2478/dcse-2013-0015