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Towards a typology of improvisation as a professional teaching skill: Implications for pre-service teacher education programmes

By Helga Aadland, Magne Espeland and Trond Egil Arnesen

Abstract

In this article we discuss the concept of improvisation as a professional teaching skill. Our professional context is teacher education and our discussion is aimed at developing a categorized understanding, or rather a tentative typology, of what professional improvisation in teaching and teacher education might be. Undertaking such a bold endeavour has included literature reviews and in-depth interviews with practicing physical education teachers. We argue that improvisation in teaching needs to be professionalized. We suggest that a tentative typology of professional improvisation should include sequential, dialogic and exemplary improvisation, and that a description and introduction of such a typology could be a first step towards making improvisational skills accessible to student teachers as part of their pre-service teacher education. We conclude by arguing that further research is needed within classroom teaching and teacher education contexts in order to explore how improvisational practices in teaching could enhance education, as well as student learning

Topics: improvisation, teacher education, physical education, typology, Education (General), L7-991
Publisher: Taylor & Francis Group
Year: 2017
DOI identifier: 10.1080/2331186X.2017.1295835
OAI identifier: oai:doaj.org/article:04a81dbfa4a346b2944080b9b68c08bb
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