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Learner-centered versus teacher-centered dance pedagogy and dance learning and related outcomes: a systematic review
Renqing Silang1, WeiJia Zhou2, Xiaoxue Gao3
1Aba Teachers College, Aba Tibetan and Qiang Autonomous Prefecture, Aba, China.
Objectives:
Comparative evidence on learner-centered versus teacher-centered dance pedagogy is fragmented. Thus, the aim of this study was to synthesize the effects of learner-centered and more teacher-directed dance pedagogies on dance learning and related outcomes.
Methods:
Eligible studies were original empirical investigations conducted in dance-education settings, including school, studio/conservatory, higher-education, community, extracurricular, and related contexts, using qualitative, mixed-methods, observational, quasi-experimental, or randomized designs. Eligible pedagogical approaches examined learner-centered or more teacher-directed dance teaching, operationalized through features such as learner choice/autonomy, exploration and problem solving, reflection and dialog, collaboration and peer feedback, or direct instruction and demonstration-imitation; eligible outcomes comprised dance learning and performance, motor/physical, motivational-affective, self-related, cognitive, psychosocial, participation-related, and implementation outcomes. Information sources included PubMed, Scopus, and Web of Science. The JBI checklists and RoB 2 were used as risk of bias tools as appropriate.
Results:
Among the 38 included original studies, results revealed that learner-centered features (reflection, dialog, collaboration, observation, and choice) were more often associated with more favorable cognitive, self-related, psychosocial, and implementation outcomes. Evidence for superior technical effects over structured teacher guidance was mixed and motor/physical and participation outcomes were sparse. Evidence was heterogeneous and predominantly qualitative and most qualitative studies were moderate quality, while most quasi-experimental studies were high risk of bias.
Conclusion:
Overall, the available evidence tentatively suggests that learner-centered elements may enhance several educational outcomes in dance, although conclusions remain tentative because of heterogeneity in study designs, outcomes, and risk of bias. Registration: OSF 2q5v6.
Systematic Review Registration:
Open Science Framework website (Id: 2q5v6, 18/03/2026).
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