Pedagogical practices of reflection in tertiary dance education

Abstract

The three different perspectives on reflection in education are embedded in the philosophical traditions of pragmatism, critical social theory and Kant. We aimed to describe the pedagogical practices of reflection, and to develop a descriptive model of the practices of reflection in tertiary dance education which can be used by dance educators to support their students' reflection activities. Data about the reflection practices were collected from 13 dance teachers in the Netherlands. The developed model of pedagogical practices consists of five types of reflection based on the Kantian and pragmatists' notions of reflection.