ABSTRACT
This chapter describes the main findings from my PhD research about pedagogical practices of reflection in choreography classes. This research was carried out in the Netherlands and aimed to explore pedagogical practices in higher professional dance education. In general, it can be classified as practice-led research, in that the relevance and aims of reflection, the distinction between the actual and desired situation of students’ reflection, and the possibilities for bridging the two were determined by and based on teachers’ visions, reservations and explanations embedded in their daily teaching practice.
