This article, through interrogating, exploring, and probing my pedagogical practice, aims to probe the issues and complexities involved in teaching dance education with university students studying to be primary classroom teachers in New Zealand. Drawing on two decades of experience, working with students in initial teacher education programs, this article reflects on my personal approach to dance education for generalist pre-service primary teachers. Furthermore, it explores how my practice seeks to empower students to communicate in dance: to risk, to journey, and to move beyond what they know to more fully embrace dance in their primary classrooms in New Zealand.
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Sue Cheesman (2016) studied this question.
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