ABSTRACT

This article deals with the connection between theory and practice in the context of a further education programme (FEP) (KigaDance) for nursery teachers based on contemporary dance education. The evaluation of the FEP had a programme-forming objective within the meaning of a formative evaluation. The applied method included data collection based on non-participant observation of the teaching units over a period of 15 months along with interviews and questionnaires. The participants were 12 nursery teachers (11 female and one male) between the ages of 18 and 48 years. During the evaluation process, several questions regarding the appropriate combination of the theoretical and practical phases emerged. Four categories (e.g. the category ‘need for didactic reduction’) were identified through qualitative content analysis, all of which highlight the challenges inherent in linking theoretical and practical learning content within the FEP. Taken together the data indicates that reflective phases, which take place at the end of each unit, turned out to be most effective and meaningful for the participants.

摘要

本文在基于当代舞蹈教育的托儿所教师继续教育计划 (FEP) (KigaDance) 的背景下探讨理论与实践之间的联系。FEP 的评估具有形成性评估含义内的计划形成目标。应用的方法包括基于对教学单位 15 个月的非参与者观察以及访谈和问卷调查的数据收集。参与者为 12 名托儿所教师（11 名女性和 1 名男性），年龄在 18 至 48 岁之间。在评估过程中，出现了几个关于理论和实践阶段的适当组合的问题。通过定性内容分析确定了四个类别（例如“需要减少说教”类别），所有这些都突出了在 FEP 中将理论和实践学习内容联系起来所固有的挑战。综合数据表明，在每个单元结束时进行的反思阶段对参与者来说是最有效和最有意义的。