ABSTRACT
Embodied pedagogical interaction enables music and dance educators to work successfully in new contexts and in diverse learning environments. In developing higher music and dance education, it is worth considering how these areas of education might be mutually beneficial. In our view, expanding professionalism in music and dance education consists of the educator’s critical and ethical reflection of teaching practices in changing environments, moving beyond the generally accepted and recognised ideas of learning, teaching, and professionalism towards unexplored ways of action. Expanding professionalism, thus, implies that educators must be capable of responsive and spontaneous pedagogical interaction in new situations and with diverse groups of learners. As embodiment and embodied cognition is a field of literature growing fast, and the main theoretical framework for embodied pedagogical interaction. Increased emphasis on interactional presence and bodily awareness fosters embodied dialogue and ethical know-how.
