An Analysis of Situations and Perspectives of Secondary Education Korean Dance Teachers’ Task Presentation Sustainable Teaching Effectiveness

Abstract

The purpose of this study was to investigate the task presentation situations and perspectives of secondary education Korean dance teachers in terms of sustainable teaching effectiveness. The subjects included two teachers with 5 years of experience, two with 6–15 years of experience, and one with more than 16 years of experience. Jazz dance and Korean folk dance were the tasks for the study. For data collection, 20 classes were videotaped by research assistants. Data were analyzed using the Qualitative Measurement Teacher Performance System (QMTPS) and reliability was set to 90. Interviews were also conducted to collect more detailed information on their task presentation. The results of this study show that the less experienced the teacher, the lower their QMTPS scores, as well as their students’ attention to and perception of task presentation. Checking for students’ understanding of the task was unclear and stereotyped. All teachers indicated that their knowledge on task presentation was very poor and few specified that education was provided during their in‐service teacher training programs. The findings indicate that teacher training programs should provide specific information and experience on task presentation for sustainable effective teaching skills.