Shifting primary teachers’ practice to include dance/creative movement strategies
A collaborative action research approach was used in this study to investigate the research questions: What strategies used in professional development build confidence and competence in primary teachers to integrate dance in their teaching practice? How can collaboration build knowledge, skills and comfort to support primary teachers to incorporate more creative movement in their planning and teaching? After collating and analyzing the data gathered, the results of this study and participant feedback indicated that collaborative action research through professional learning workshops helped to build teachers’ confidence and competence in shifting their practice to include creative movement. This study has demonstrated that when teachers are provided with quality professional development, they can make a positive difference to their pedagogy and enrich their curriculum offerings to students. The findings of this collaborative action research study may be transferable to other contexts, particularly for primary teachers wishing to implement creative dance movement strategies to support learning competencies in dance curricula, and to attend to learning needs of students who are less socially, verbally, or literately able. Further research into how to foster creative dance movement strategies in primary classrooms would continue to value and extend the findings of this study.