No Cover Image

Journal article 365 views 50 downloads

An exploration of reciprocity among teacher and students in female pre-professional ballet education: a shared reality theory perspective

Heidi M. Haraldsen, Bård E. Solstad, Danielle C. S. Fredriksen, Henrik Gustafsson, Sanna M. Nordin-Bates, Camilla Knight Orcid Logo

Frontiers in Education, Volume: 8

Swansea University Author: Camilla Knight Orcid Logo

  • 63338 VoR.pdf

    PDF | Version of Record

    Copyright © 2023 Haraldsen, Solstad, Fredriksen, Gustafsson, Nordin-Bates and Knight. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

    Download (496.33KB)

Check full text

DOI (Published version): 10.3389/feduc.2023.1148922

Abstract

The purpose of the present study was to explore perceptions of shared reality in teacher-student partnerships in ballet, and how these perceptions were related to experiences of quality in the relationship and well-being. A longitudinal qualitative study design was adopted, with three female ballet...

Full description

Published in: Frontiers in Education
ISSN: 2504-284X
Published: Frontiers Media SA 2023
Online Access: Check full text

URI: https://cronfa.swan.ac.uk/Record/cronfa63338
Tags: Add Tag
No Tags, Be the first to tag this record!
first_indexed 2023-05-03T08:01:25Z
last_indexed 2023-05-03T08:01:25Z
id cronfa63338
recordtype SURis
fullrecord <?xml version="1.0" encoding="utf-8"?><rfc1807 xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance" xmlns:xsd="http://www.w3.org/2001/XMLSchema"><bib-version>v2</bib-version><id>63338</id><entry>2023-05-03</entry><title>An exploration of reciprocity among teacher and students in female pre-professional ballet education: a shared reality theory perspective</title><swanseaauthors><author><sid>6c81176f7e92c7c04ff6cfb8f1a0ed60</sid><ORCID>0000-0001-5806-6887</ORCID><firstname>Camilla</firstname><surname>Knight</surname><name>Camilla Knight</name><active>true</active><ethesisStudent>false</ethesisStudent></author></swanseaauthors><date>2023-05-03</date><deptcode>STSC</deptcode><abstract>The purpose of the present study was to explore perceptions of shared reality in teacher-student partnerships in ballet, and how these perceptions were related to experiences of quality in the relationship and well-being. A longitudinal qualitative study design was adopted, with three female ballet students and their teacher participating in three semi-structured interviews each over an eight-month period. Data were analyzed using a combination of thematic and narrative analysis. Findings indicated that across the teacher-student relationships there were perceptions of a shared reality only on the professional and distanced level and not on a relational and personal level. This was achieved by a common experience of what matters in the world of ballet education as well as students finding their teacher as trustworthy. Furthermore, it appeared that the authoritarian apprenticeship culture in ballet, where the teachers give clear instructions and feedback, and where the student role is to listen and adapt to the teacher’s instructions, was a barrier to fully achieving a shared reality on a personal and deeper level. In turn, this influenced the quality of the relationship and the wellbeing of both teacher and students. The present study offers critical reflections on the cultural backdrop of teaching and learning in ballet and highlights the importance of teachers to facilitate a supportive, unconditional, and trustworthy relationship so that they can work together in a more productive manner.</abstract><type>Journal Article</type><journal>Frontiers in Education</journal><volume>8</volume><journalNumber/><paginationStart/><paginationEnd/><publisher>Frontiers Media SA</publisher><placeOfPublication/><isbnPrint/><isbnElectronic/><issnPrint/><issnElectronic>2504-284X</issnElectronic><keywords>narrative inquiry, ballet dancers, teacher-student relationship, apprenticeship learning, shared reality theory, interpersonal trust, longitudinal qualitative research</keywords><publishedDay>17</publishedDay><publishedMonth>5</publishedMonth><publishedYear>2023</publishedYear><publishedDate>2023-05-17</publishedDate><doi>10.3389/feduc.2023.1148922</doi><url>http://dx.doi.org/10.3389/feduc.2023.1148922</url><notes/><college>COLLEGE NANME</college><department>Sport and Exercise Sciences</department><CollegeCode>COLLEGE CODE</CollegeCode><DepartmentCode>STSC</DepartmentCode><institution>Swansea University</institution><apcterm/><funders/><projectreference/><lastEdited>2023-08-08T11:33:57.1208918</lastEdited><Created>2023-05-03T08:56:12.7558181</Created><path><level id="1">Faculty of Science and Engineering</level><level id="2">School of Engineering and Applied Sciences - Sport and Exercise Sciences</level></path><authors><author><firstname>Heidi M.</firstname><surname>Haraldsen</surname><order>1</order></author><author><firstname>Bård E.</firstname><surname>Solstad</surname><order>2</order></author><author><firstname>Danielle C. S.</firstname><surname>Fredriksen</surname><order>3</order></author><author><firstname>Henrik</firstname><surname>Gustafsson</surname><order>4</order></author><author><firstname>Sanna M.</firstname><surname>Nordin-Bates</surname><order>5</order></author><author><firstname>Camilla</firstname><surname>Knight</surname><orcid>0000-0001-5806-6887</orcid><order>6</order></author></authors><documents><document><filename>63338__27786__612b76f5c3ee494d8e9a2656875ebe5a.pdf</filename><originalFilename>63338 VoR.pdf</originalFilename><uploaded>2023-06-09T14:37:23.6767697</uploaded><type>Output</type><contentLength>508239</contentLength><contentType>application/pdf</contentType><version>Version of Record</version><cronfaStatus>true</cronfaStatus><documentNotes>Copyright © 2023 Haraldsen, Solstad, Fredriksen, Gustafsson, Nordin-Bates and Knight. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.</documentNotes><copyrightCorrect>true</copyrightCorrect><language>eng</language><licence>http://creativecommons.org/licenses/by/4.0/</licence></document></documents><OutputDurs/></rfc1807>
spelling v2 63338 2023-05-03 An exploration of reciprocity among teacher and students in female pre-professional ballet education: a shared reality theory perspective 6c81176f7e92c7c04ff6cfb8f1a0ed60 0000-0001-5806-6887 Camilla Knight Camilla Knight true false 2023-05-03 STSC The purpose of the present study was to explore perceptions of shared reality in teacher-student partnerships in ballet, and how these perceptions were related to experiences of quality in the relationship and well-being. A longitudinal qualitative study design was adopted, with three female ballet students and their teacher participating in three semi-structured interviews each over an eight-month period. Data were analyzed using a combination of thematic and narrative analysis. Findings indicated that across the teacher-student relationships there were perceptions of a shared reality only on the professional and distanced level and not on a relational and personal level. This was achieved by a common experience of what matters in the world of ballet education as well as students finding their teacher as trustworthy. Furthermore, it appeared that the authoritarian apprenticeship culture in ballet, where the teachers give clear instructions and feedback, and where the student role is to listen and adapt to the teacher’s instructions, was a barrier to fully achieving a shared reality on a personal and deeper level. In turn, this influenced the quality of the relationship and the wellbeing of both teacher and students. The present study offers critical reflections on the cultural backdrop of teaching and learning in ballet and highlights the importance of teachers to facilitate a supportive, unconditional, and trustworthy relationship so that they can work together in a more productive manner. Journal Article Frontiers in Education 8 Frontiers Media SA 2504-284X narrative inquiry, ballet dancers, teacher-student relationship, apprenticeship learning, shared reality theory, interpersonal trust, longitudinal qualitative research 17 5 2023 2023-05-17 10.3389/feduc.2023.1148922 http://dx.doi.org/10.3389/feduc.2023.1148922 COLLEGE NANME Sport and Exercise Sciences COLLEGE CODE STSC Swansea University 2023-08-08T11:33:57.1208918 2023-05-03T08:56:12.7558181 Faculty of Science and Engineering School of Engineering and Applied Sciences - Sport and Exercise Sciences Heidi M. Haraldsen 1 Bård E. Solstad 2 Danielle C. S. Fredriksen 3 Henrik Gustafsson 4 Sanna M. Nordin-Bates 5 Camilla Knight 0000-0001-5806-6887 6 63338__27786__612b76f5c3ee494d8e9a2656875ebe5a.pdf 63338 VoR.pdf 2023-06-09T14:37:23.6767697 Output 508239 application/pdf Version of Record true Copyright © 2023 Haraldsen, Solstad, Fredriksen, Gustafsson, Nordin-Bates and Knight. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms. true eng http://creativecommons.org/licenses/by/4.0/
title An exploration of reciprocity among teacher and students in female pre-professional ballet education: a shared reality theory perspective
spellingShingle An exploration of reciprocity among teacher and students in female pre-professional ballet education: a shared reality theory perspective
Camilla Knight
title_short An exploration of reciprocity among teacher and students in female pre-professional ballet education: a shared reality theory perspective
title_full An exploration of reciprocity among teacher and students in female pre-professional ballet education: a shared reality theory perspective
title_fullStr An exploration of reciprocity among teacher and students in female pre-professional ballet education: a shared reality theory perspective
title_full_unstemmed An exploration of reciprocity among teacher and students in female pre-professional ballet education: a shared reality theory perspective
title_sort An exploration of reciprocity among teacher and students in female pre-professional ballet education: a shared reality theory perspective
author_id_str_mv 6c81176f7e92c7c04ff6cfb8f1a0ed60
author_id_fullname_str_mv 6c81176f7e92c7c04ff6cfb8f1a0ed60_***_Camilla Knight
author Camilla Knight
author2 Heidi M. Haraldsen
Bård E. Solstad
Danielle C. S. Fredriksen
Henrik Gustafsson
Sanna M. Nordin-Bates
Camilla Knight
format Journal article
container_title Frontiers in Education
container_volume 8
publishDate 2023
institution Swansea University
issn 2504-284X
doi_str_mv 10.3389/feduc.2023.1148922
publisher Frontiers Media SA
college_str Faculty of Science and Engineering
hierarchytype
hierarchy_top_id facultyofscienceandengineering
hierarchy_top_title Faculty of Science and Engineering
hierarchy_parent_id facultyofscienceandengineering
hierarchy_parent_title Faculty of Science and Engineering
department_str School of Engineering and Applied Sciences - Sport and Exercise Sciences{{{_:::_}}}Faculty of Science and Engineering{{{_:::_}}}School of Engineering and Applied Sciences - Sport and Exercise Sciences
url http://dx.doi.org/10.3389/feduc.2023.1148922
document_store_str 1
active_str 0
description The purpose of the present study was to explore perceptions of shared reality in teacher-student partnerships in ballet, and how these perceptions were related to experiences of quality in the relationship and well-being. A longitudinal qualitative study design was adopted, with three female ballet students and their teacher participating in three semi-structured interviews each over an eight-month period. Data were analyzed using a combination of thematic and narrative analysis. Findings indicated that across the teacher-student relationships there were perceptions of a shared reality only on the professional and distanced level and not on a relational and personal level. This was achieved by a common experience of what matters in the world of ballet education as well as students finding their teacher as trustworthy. Furthermore, it appeared that the authoritarian apprenticeship culture in ballet, where the teachers give clear instructions and feedback, and where the student role is to listen and adapt to the teacher’s instructions, was a barrier to fully achieving a shared reality on a personal and deeper level. In turn, this influenced the quality of the relationship and the wellbeing of both teacher and students. The present study offers critical reflections on the cultural backdrop of teaching and learning in ballet and highlights the importance of teachers to facilitate a supportive, unconditional, and trustworthy relationship so that they can work together in a more productive manner.
published_date 2023-05-17T11:33:58Z
_version_ 1773656696999116800
score 11.016235

Similar Items