Exploring the Essential Competencies of Dance Teachers in the Era of Aesthetic Education Reform
DOI:
https://doi.org/10.37134/juraisembah.vol6.2.5.2025Keywords:
Aesthetic education reform, dance teachers, teacher competencies, professional developmentAbstract
This study explores the essential competencies required of dance teachers in the context of China’s recent aesthetic education reform. Drawing on qualitative data from semi-structured interviews and classroom observations, the research identifies the shifting roles of dance educators from technical instructors to facilitators of aesthetic experience and cultural understanding. The findings reveal six core competencies: Dance and Pedagogical Competency, Aesthetic Perception and Facilitation Competency, Socio-emotional Teaching Competency, Differentiated and Student-centered Competency, Cultural Literacy and Transdisciplinary Creativity Competency, Reflective and Developmental Competency. These competencies highlight the increasing demand for teachers to integrate emotional engagement, cultural awareness, and creative exploration into classroom practice, moving beyond exam-oriented instruction. By constructing a practice grounded competency framework, this study contributes to bridging the gap between policy expectations and teachers lived realities. It also provides insights for improving teacher preparation and professional development, offering practical implications for supporting the sustainable implementation of aesthetic education in China.
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