무용교육자의 관점에서 본 무용전공생의 Big Five 성격 유형별 교수 전략 연구 - 내러티브 방법론을 중심으로 -

초록

The purpose of this study is to examine differences in learning responses according to learners personality types and to identify the characteristics of corresponding teaching strategies, based on the educational experiences of dance educators. Narrative data were collected from five dance educators in the Seoul metropolitan area and analyzed using the Big Five personality theory as an interpretive framework. Three research questions were established: the formation process of educators teaching philosophies, the patterns of teaching strategies according to Big Five personality types, and educators perceptions of learning effects by personality type. The findings revealed that educators had formed teaching philosophies centered on communication and trust, and were practicing individualized teaching strategies by flexibly adjusting feedback methods, class pacing, and task presentation according to differences in Big Five personality traits. Furthermore, teaching strategies that considered personality factors were found to promote learners voluntary participation and expressive development, while also contributing to the growth of educators own teaching competencies. This study suggests that the role of dance educators should expand beyond movement instruction toward designing growth-oriented learning environments grounded in learners personality tendencies.

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