무용교사 전문성의 구성 요인에 관한 이론적, 경험적 탐색 = Theoretical & empirical exploration into the components of dance teachers` expertise

다국어 초록 (Multilingual Abstract)

This study is explore the expertise of dance teacher that is hard for clear definition in parallel with the observation, the literature review and the empirical investigation on the concept and components of expertise in multiple aspects of perceptual capabilities. Therefore, components are classified by drawing inductively through interviews and surveys with dance education experts and differences on gender, genre and teaching subjects are investigated. According to the result, the expertise of a dance teacher is found to include all seven components of dance knowledge and skill, educational knowledge, personality, understanding on student(s), artistic capability, leadership and knowledge on other areas. Components of dance teachers` expertise according to the gender are shown in both, males and females, in the order of dance knowledge and skill, educational knowledge, personality, understanding on student(s), artistic capability, leadership and knowledge on other areas so that the expertise of a dance teacher is confirmed to not differ according to the gender. Also, expertise of all dance teachers are based on the educational knowledge in overall so that elementary school dance teachers should display their personalities and understanding on students while, for middle and high school dance teachers, the dance knowledge and skill and the understanding on student(s), for the university dance teachers, the leadership and the knowledge on other areas are show to be critical components. The result of research that theoretically and empirically defining the expertise of dance teachers will first provide supports on the concept and components of the theory on expertise of dance teachers, a research field relatively insufficient in the area of dance education study and will firmly establish the theory of dance teacher. Especially, scientific research methodologies and statistic analyses conducted in parallel will contribute based on literal considerations in specifying the scientific research methodology of dance education study with insufficient presentations on academic conceptual definitions and empirical basic. Also, the study is considered to be possible for use as a theoretical base to be applied to develop programs and to establish measures to train professional dancers in the reality of dance education aiming goals centric to dancer training and rapidly changing to respond to timely calls and social demands.

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