Mixed methods research into the different perspectives of those teaching dance.

This is a mixed methods research into the different perspectives of those teaching dance, who are physical education (P.E.) and dance teachers. It established the dance teaching background and different perspectives of those teaching National Progression Award Dance and/or Higher Dance Practice in secondary schools in Scotland about teaching dance. There has been little research carried out in Scotland on the subject. The main research carried out to date comes from the Delivering Dance in the Curriculum for Excellence (Blanche, 2007), Dance in Scotland (FST, 2011) and the Expressive Arts Excellence Group (2011) reports. Questionnaires were used and the return rate was 41% of which 75% of the respondents were P.E. teachers and 25% were dance teachers. Analysis showed there were seven different perspectives between those teaching. P.E. teachers did not teach dance elsewhere or have dance qualifications, dance teachers did. Dance teachers believed dance qualifications were necessary to teach, 80% of the P.E. teachers did not. Most dance teachers auditioned pupils for entry onto the courses, P.E. teachers did not. Dance teachers' pupils received better Higher Dance Practice examination results and were satisfied with these results. 70% of the P.E. teachers were not. Finally, no dance teacher received training from their school, while 50% of P.E. teachers did. The author suggested the following recommendations regarding dance in secondary schools in Scotland; 1. An improved dance unit on the B.Ed P.E. teacher training course. 2. Improved continuing professional development sessions for both P.E. and dance teachers on different dance techniques, as well as sessions with dance specialists and companies. 3. The formulation of a Post Graduate Diploma in Education, centred on dance. 4. To carry out further research around those teaching dance in secondary schools in Scotland.ma_artunpub1600_ethesesunpu