An Analysis of Situations and Perspectives of Secondary Education Korean Dance Teachers’ Task Presentation Sustainable Teaching Effectiveness
Abstract
:1. Introduction
2. Materials and Methods
Sample and Data Collection
3. Research Tools
3.1. In-Depth Interview
3.2. Qualitative Teaching Behavior Measurement Tool
4. Data Analysis
5. Results
5.1. Student Attention
5.2. Demonstration
5.3. Learning Cues
5.4. Comprehensive QMTPS Analysis
6. Discussion
Usually I show a demonstration 2 or 3 times. However, we watch students’ reactions and show them repeatedly if they do not understand the task. If students don’t understand what I’ve explained, I think they should do it again.(Teacher B)
Shows when first given to tasks and when needed individually. In the middle, it loops through the students doing their tasks, and if too many students find the tasks difficult or poor, they are reassembled and provided repeatedly.(Teacher C)
Both the teacher demonstration and the student demonstration have their pros and cons, and although effective demonstrations vary depending on teaching method and content, I think teacher demonstration is more effective. In the case of student demonstration, if a student makes a mistake, the students can get a sense of wonder.(Teacher A)
No study cues were planned. I didn’t plan in detail because I know from my class experience which assignments are the most needed points.(Teacher B)
I tend to think about the most important elements of movement in my head. But when I can’t think of an important word, it’s hard. In a classroom class, you can briefly look at a textbook or tutorial and explain, but we can’t. Sometimes I can’t remember.(Teacher C)
First of all, I’m not sure which teaching method is effective in theory because I never learned it at university and only studied it to prepare for the teacher certification exam.(Teacher B)
It seems to be too difficult to judge based on my personal judgment and accumulated experience. I think that I lack knowledge about the way of delivering task presentation that I did inadvertently.(Teacher C)
I want to learn effective teaching methods and I think there is a need for a program that can be shared with fellow teachers about practical methods. Theory is important, but it seems that more in-depth education is needed on how to apply it.(Teacher C)
It would be nice if it could be taught in a more systematic way, rather than in a fist-fighting way. There is no right answer to education, but if I can teach students more efficiently and effectively, I would like to take the course.(Teacher D)
7. Conclusions and Suggestions
- A sustainable professional task presentation program is needed for preservice teachers and incumbent teachers. In this study, the overall average QMTPS score was 54.4, indicating an inefficient level of task presentation in our cohort. These findings emphasize the need for a professional education program for task-presentation-related expertise and application, revealing that teachers lack both theoretical and application knowledge of task presentation. Fortunately, all of the teachers in this study showed an active intention to participate in a task presentation training program. Since teacher training programs on task presentation will become a forum where teachers can learn, discuss, and share task presentation methods with fellow teachers, it is necessary to actively guarantee the quality of these programs.
- The following points outline strategies and the need for follow-up studies. First, a study should be conducted to reveal the relationship between teachers’ various attention- capturing strategies and students’ understanding. Teachers’ attention strategies are diverse and creative. If effective attention strategies are revealed through future studies, a strategy for task presentation can be constructed and contribute to its improvement. Second, further research is also needed on the effect of qualitative differences in the demonstration, including the direction and angle of the demonstration, on learning.
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Conflicts of Interest
References
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A | B | C | D | E | Total | |
---|---|---|---|---|---|---|
Yes | 4 (40) | 19 (52.8) | 14 (63.6) | 8 (66.6) | 16 (88.9) | 61 (62.2) |
Partial | 5 (50) | 13 (36.1) | 6 (27.3) | 2 (16.7) | 2 (11.1) | 28 (28.6) |
No | 1 (10) | 4 (11.1) | 2 (9.1) | 2 (16.7) | 0 (0) | 9 (9.2) |
A | B | C | D | E | Total | ||
---|---|---|---|---|---|---|---|
Demonstration Type | Full | 5 (50) | 30 (83.3) | 12 (54.5) | 2 (16.7) | 13 (72.2) | 62 (63.3) |
Partial | 2 (20) | 0 (0) | 3 (13.7) | 1 (8.3) | 5 (27.8) | 11 (11.2) | |
No | 3 (30) | 6 (16.7) | 7 (31.8) | 9 (75) | 0 (0) | 25 (25.5) | |
Various Demonstration Directions | Yes | 3 (30) | 3 (8.3) | 2 (9.1) | 0 (0) | 1 (5.6) | 9 (9.2) |
No | 7 (70) | 33 (91.7) | 20 (90.9) | 12 (100) | 17 (94.4) | 89 (90.8) |
A | B | C | D | E | Total | ||
---|---|---|---|---|---|---|---|
Learning Cue | 3–4 | 0 (0) | 0 (0) | 3 (13.6) | 5 (41.7) | 4 (22.2) | 12 (12.2) |
1–2 | 5 (50) | 9 (25) | 13 (59.1) | 4 (33.3) | 12 (66.7) | 43 (43.9) | |
None | 5 (50) | 27 (75) | 6 (27.3) | 3 (25) | 2 (11.1) | 43 (43.9) |
Student Attention | Student Response | Demo Type | Demo Direction | Number of Cues | Accuracy of Cues | Qualitative Cues | Average QMTPS | |
---|---|---|---|---|---|---|---|---|
Good | 62.2 | 77.6 | 63.3 | 9.2 | 43.9 | 42.8 | 48 | 54.4 |
Ok | 28.6 | 0 | 11.2 | 0 | 12.2 | 10.2 | 0 | 45.6 |
Bad | 9.2 | 22.4 | 25.5 | 90.8 | 43.9 | 47 | 52 |
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Kwak, E.; Kwon, I. An Analysis of Situations and Perspectives of Secondary Education Korean Dance Teachers’ Task Presentation Sustainable Teaching Effectiveness. Sustainability 2022, 14, 1762. https://doi.org/10.3390/su14031762
Kwak E, Kwon I. An Analysis of Situations and Perspectives of Secondary Education Korean Dance Teachers’ Task Presentation Sustainable Teaching Effectiveness. Sustainability. 2022; 14(3):1762. https://doi.org/10.3390/su14031762
Chicago/Turabian StyleKwak, Eunchang, and Inseon Kwon. 2022. "An Analysis of Situations and Perspectives of Secondary Education Korean Dance Teachers’ Task Presentation Sustainable Teaching Effectiveness" Sustainability 14, no. 3: 1762. https://doi.org/10.3390/su14031762