Publication:

有氧舞蹈教師的舞蹈教育訓練背景與角色認定

中文摘要

本研究以有氧舞蹈教師為對象，了解舞蹈科系畢業者及非舞蹈科系畢業者投入有氧舞蹈教師的心路歷程，藉以了解她們如何知覺自己以及是否因舞者認定的程度不同，而影響工作動機與表現。研究的過程包涵了焦點團體訪談及個別訪談兩個階段，共訪談了九位有氧舞蹈教師，每次訪談時間約一個小時，經三角檢核及內容分析後獲得以下結果：舞蹈科系畢業者受到舞蹈科系教育訓練背景的影響，而發展出相當程度的舞者認定。對工作動機與表現上造成部分的影響，非舞蹈科系畢業者則會發展出有氧舞蹈教學情境中的「舞者認定」。另外，認定轉換的歷程會受到社會認定的影響，而發展出不同程度的有氧舞蹈教師認定。在因應壓力的方式上大都以解決問題及社會支持為主要取向，在生涯規劃上有氧舞蹈教師認定較高者，會選擇以轉型的方式繼續留在有氧舞蹈教學職場。以舞蹈人的角度，關心舞蹈人身處有氧舞蹈教學中的知覺，聆聽她們的卸下面具之後的心聲，發現了舞蹈人的「靈魂」深處的吶喊。了解有氧舞蹈教師的心路歷程，也為我自己的疑惑找到了出口，唯有當我能清楚地分野靈魂的所在，才能在夢想與現實之間找到平衡，築夢而踏實。

Abstract

This study focused on aerobic dance teachers, either graduated from dance department or not, to have a understanding of their psychological processes engaging in their career, their self-perception, dance identity, and motivation and performance in aerobic dance teaching. Research process consisted of focus group and individual interviews. A total of 9 aerobic dance teachers were interviewed. Data were analyzed by way of content analysis and analysts’ triangulation. It was found that dance department graduates had high levels of dance identity due to their dance training. Non-dance department graduates also had high levels of dance identity, but it had developed from their aerobic dance teaching. Interviews also developed various levels of aerobic dance teacher’s identity through the processes of social identity. Problem-solving and seeking social supports were the primary coping strategies. Interviewees with a higher level of aerobic dance teacher’s identity were more likely to stay longer in aerobic dance teaching. This study explored psychological experiences of dancers in aerobic dance teaching from a dancer’s point of view. From this study, I found that the major difference between dance and aerobic dance was the soul of the dancer. Where the soul of the dancer is, where dreams and realities are balanced.