Emily Richards BAPP Blog

Since yesterdays group Skype call I have decided to open up my area of literature - I had been focussing purely on role models in teaching up until now.  Adesola said how that role model qualities and strategies could be transferable between professions and could be applied to dance teaching. So I decided to widen my search. And this article really made me think. https://www.thespark.org.uk/role-models/ Without reading the article, it is obvious from the image what this was about. Here we have a reality TV star with millions of followers, compared to an olympic champion with just 77,000. Okay, so 77,000 is quite a lot, but when you compare that to 108mil for Kim Kardashian, 1.6mil for last year's Love Island winner - Amber on Instagram; 77,000 is just a drop in the ocean. We are letting reality stars rule our social media over world class athletes, doctors, nurses, firemen and teachers! When you think about it like that, it's quite worrying isn't it? I h

I feel that this was the most beneficial out of all the Group Skype calls I have had during the course. I think the concept and structure of the calls was quite difficult to grasp at the start, however now being on module three and having experienced these for a year we are all used to how they work and the calls seem to flow a lot more. We started by introducing where we were with our inquiry so far and what we wanted to discuss during the call. Here is a summary of what i took away from the call- Key Points Don't be driven by answers The role of interviews/ surveys/literature is not to consolidate what we know and it is not there to back up our support out opinion. Our inquiry isn't to affirm what we know, it is to open doors. Don't lead our participants in their answers. Think 'outside the box' with literature and don't limit ourselves. Don't think about The Artefact yet. When allaying data don't use it as a place to air our own view

Our first task to start module three is to write a summary for our tutor. This feedback is in response to our feedback from our Inquiry Proposal and can include questions or ideas, ethical issues, literature review, changes to our plan and anything else that may have arisen since completing module 2 and after reading the module 3 handbook. When I first received my feedback I was unsure what to do with it and how to apply it to my inquiry plan. The main points I needed to address were ethical considerations and methods of analysis. As I have chosen to do both qualitative and quantitative methods of data collection, this makes the process of analysing more difficult. It was suggested to look at narrative inquiry methodology for my qualitative data, which I have began to look into and will incorporate into my plan for analysis. Overall I was pleased with my grade and feedback and I am excited to continue to expand on my inquiry and am eager to get started on collecting my data.

Before Module three officially starts, I thought I would write a post on applying for a PGCE for anyone who might want some info about it! So yes, you can go on to do a PGCE after this course! I think you can pretty much do a PGCE after any degree, as long as it is a Hons. When initially starting the course I did so with the aim of going onto doing a PGCE afterwards. I changed my mind a couple of times during the first two modules and then made a firm decision to go ahead and apply! Why do I want to do a PGCE? I love teaching, so it seems more natural to go from dancing to teaching in a school, rather than go down a completely different career path. I love dance teaching, but the hours can be unsociable (evenings and weekends) and as I would like my own family one day, I would like a career with hours that could suit a family life better. Steady, stable income. Dance teaching is self employed and if you don't work, you don't get paid, simple as that!  After doing