Skip to content
1981
Volume 8, Issue 2
  • ISSN: 1757-1871
  • E-ISSN: 1757-188X

Abstract

This article sets out to interpret the experience of three practitioners who are engaged with higher education contemporary dance training. It outlines an investigation into how the sharing of their teaching practices and approaches has allowed them to gain further insight into concerns they share between them. They will advocate the value of sharing practitioner wisdom and will explain how their teaching practices are supported by a non-hierarchical, dialogical student–teacher environment. The three practitioner voices will be heard as they move through the binary decisions that present themselves as they engage in a framework of sharing and renewing.

Loading

Article metrics loading...

/content/journals/10.1386/jdsp.8.2.219_1
2024-08-19
2024-11-07
Loading full text...

Full text loading...

/content/journals/10.1386/jdsp.8.2.219_1
Loading
This is a required field
Please enter a valid email address
Approval was a success
Invalid data
An error occurred
Approval was partially successful, following selected items could not be processed due to error