Impact Assessment of a Methodological Program in Dance in Hungarian Public Education

Abstract

In the EFOP-3.2.6-16 Tender framework to Facilitate the Development of Student’ Skills in the Public Education System, the Hungarian Dance University developed a program with methodological guides and teacher training programs for ballroom dance, classical ballet, commercial dance, folk dance, and modern dance education. The training, held in 2018 and 2019, was attended by 126 graduate dance teachers from 57 public education institutions, mainly primary art schools. In this research, those teachers’ experiences are examined who included the methodological program in the 2019/2020 school year. For data collecting, an online questionnaire of 27 items was used. The questions covered three major topics: (1) opinion of teachers about the training; (2) incorporating new methodological materials into everyday practice; (3) the relationship between differentiation, talent management, and disadvantage compensation with the new methodology. Most teachers (n=103) have already in-corporated the new methods into their practice, primarily for diversity, innovation, and experiential pedagogy. Still, there have also been teachers who have modified the original methodology to implement differentiation, talent management, and dis-advantage compensation more effectively.

Keywords

• professional methodology
• impact assessment
• art education