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Teacher’s conceptions of quality in dance education expressed through grade conferences
Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Musik och dans.ORCID-id: 0000-0002-1114-9746
Antal upphovsmän: 12016 (Engelska)Ingår i: Journal of Pedagogy, ISSN 1338-1563, E-ISSN 1338-2144, Vol. 7, nr 2, s. 11-32Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

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.

Ort, förlag, år, upplaga, sidor
2016. Vol. 7, nr 2, s. 11-32
Nyckelord [sv]
conceptions of quality, assessment, grade conference, life-world phenomenology, dance education.
Nationell ämneskategori
Pedagogik Didaktik
Forskningsämne
Pedagogik
Identifikatorer
URN: urn:nbn:se:ltu:diva-5214DOI: 10.1515/jped-2016-0014Scopus ID: 2-s2.0-85014640907Lokalt ID: 341d250a-00f9-4dc8-bd69-ab8436e8b77cOAI: oai:DiVA.org:ltu-5214DiVA, id: diva2:978088
Anmärkning

Validerad; 2017; Nivå 1; 2017-03-24 (rokbeg)

Tillgänglig från: 2016-09-29 Skapad: 2016-09-29 Senast uppdaterad: 2017-11-24Bibliografiskt granskad

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Andersson, Ninnie

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