"Nuförtiden tycker jag dans är otroligt kul" : En kvalitativ studie om manliga idrottslärarstudenters smak för dans
Sammanfattning: The aim of this study is to examine male teacher students in PE and their taste for dance and movement to music and dance education and what might affect this taste. The aim is concretized into four questions: What earlier experience does the male teacher students in PE have from dance and movement to music? What's their view on GIH's education in dance and movement to music? How do they experience their own competence in dance and movement to music? Which other factors might influence the informants' habitus and taste for dance? Method To be able to answer my aim and my questions I have used a qualitative method with semistructured interviews based on a fixed interview pattern. I interviewed six male teacher students in PE, all in different stages of their education. Their age runs through 21-29 years and they come from different parts of Sweden. I used a strategic selection when choosing my informants. Results All informants expressed some kind of taste for dance nowadays even if this wasn´t always the case. The dance segments in their education at GIH seems to be the factor that has influenced their taste for dance the most and they have all gotten a changed view of dance during their time at GIH. None of the informants had much experience of dance from before, not from their spare time nor from their own education in PE. Their comfort in dancing are in many cases connected to how secure they are about themselves rather than their competence in dance. Conclusions Regardless of how much experience and what kind of experience from dance and movement to music the informants had it seems like their time on GIH is the biggest influencing factor on their taste for dance. The dance segments at GIH is the biggest influencing factor on the informants taste for dance and the experience that developed their taste for dance the most. Since all informants have gotten a changed view on dance during the education that most likely means their habitus has developed, regardless of age or other background factors. The informants who experience themselves as comfortable with dancing derive this to the fact that they feel secure with themselves while the ones who are not comfortable with dancing believe that this is connected to them feeling insecure with themselves.
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