Update #3

Looking back over documents from Module 2 I have realised that although the design and manner of conduct of my inquiry have not changed much, I have!

It was when reading through my document Task 5d that I realised just how much my research and reading have altered and developed my thinking since before the summer.

My original title was only a proposed one due, to the shifting nature of an inquiry involving student perspectives and experiences, and has since become coloured by the literature that I have found to be most appropriate to my data. I am now suggesting the following (and even then it's still a working title):

A question of control: adolescent experience of motivation in the dance class

or

The quest for control: adolescent experiences of motivation in the dance class

 

The 'control' in the title referring to the theoretical concept of perceived control that is prevalent in many motivation theories, see, for example, self-determination theory (Ryan & Deci, 2000), particularly those associated with dance, sport and education.

It also refers to the notion of the teacher as controller or facilitator, and his/ her influence on the type of environment created in the dance studio (Miulli & Nordin-Bates, 2011; Nordin-Bates et al, 2012).

 

The fact that my title has altered also shows how, in my 'youth' of module 2 I was still broadly considering the topic of motivation, something that the 'older, wiser' module 3 me realises is beyond the scope of this inquiry. However, I can still see how much benefit there is for my practice in carrying on and developing a wider knowledge of motivation in dance, regardless of what I can present in my last assignment.

 

So, this inquiry definitely is just that - a work in progress; an opportunity to understand better to inform practice. And then? Well, there are so many thoughts keep cropping up:

• Motivation through appropriate teaching styles, or the need to engage all types of learning so that no-one is de-motivated through misunderstanding, and how to adapt classes?
• Teaching 'free work' for examinations - doesn't the verbal style of the examiner put visual or kinaesthetic learners at a serious disadvantage?
• How, as teacher, do you balance the expectation of parents and employers with what you believe is the best approach to student development? Can this be done when working to a syllabus/ examination structure.
• Can you be 'facilitator' with younger children or is there a need for a more controlling environment, or can you be too young to be self-motivated?

 

I'm so pleased that the topic area I chose, through careful reflection on journal entries and personal values or perhaps that just chose me, is continuing to open new avenues of thinking and opportunities for professional development. 

 

The future looks interesting...

 

S

 

 

References

 

Miulli, M., & Nordin-Bates, S. M. (2011). Motivational Climates: What they are, and why they matter. The IADMS bulletin for teachers (The International Association for Dance Medicine and Science), 3(2), 5-8.

Nordin-Bates, S. M., Quested, E., Walker, I. J., & Redding, E. (2012). Climate change in the dance studio: Findings from the UK centres for advanced training. Sport, Exercise, and Performance Psychology, 1(1), 3.

Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American psychologist, 55(1), 68.