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European Physical Education Review
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Pedagogical practices of reflection in tertiary dance education

Äli Leijen

IVLOS Institute of Education, Utrecht University, The Netherlands, a.leijen{at}uu.nl

Ineke Lam

IVLOS Institute of Education, Utrecht University, The Netherlands

P. Robert-Jan Simons

IVLOS Institute of Education, Utrecht University, The Netherlands

Liesbeth Wildschut

Department of Theatre, Film and Television Studies, Utrecht University, The Netherlands

Prácticas pedagógicas de reflexión en la educación superior de danza Las tres perspectivas diferentes sobre la reflexión en la educación están insertas en las corrientes filosóficas tradicionales del pragmatismo, la teoría de la crítica social y la de Kant. Nuestro objetivo era describir las prácticas pedagógicas de reflexión y desarrollar un modelo descriptivo de las mismas en la educación superior de danza con el fin de que puedan ser utilizadas por los profesores de danza para apoyar las actividades de reflexión de su alumnado. Los datos sobre las prácticas de reflexión fueron obtenidos de 13 profesores de danza de los Países Bajos. El modelo pedagógico de prácticas desarrollado consiste en cinco tipos de reflexión basados en las nociones de reflexión kantiana y en la de los pragmatistas.

European Physical Education Review, Vol. 14, No. 2, 223-241 (2008)
DOI: 10.1177/1356336X08090707
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This Article
Right arrow Abstract Freely available
Right arrow Résumé
Right arrow Zusammenfassung
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
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Citing Articles
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Google Scholar
Right arrow Articles by Leijen, A.
Right arrow Articles by Wildschut, L.
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Social Bookmarking
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What's this?