ABSTRACT

This study examines the professional developmental process of high school students in Israel who chose dance as an enhanced subject. Dance is recognized as a field of study for matriculation exams taken before graduation, along with programs in math, physics, history, literature, and other traditional subjects. Online questionnaires were sent to students in the fifty-four existing programs (as of 2019–2020) throughout the country. 932 students responded, constituting about 80% of the students. The data analysis used the Social Cognitive Career Theory (SCCT) which deals with the educational contexts of professional choice. The theory emphasizes the importance of personal, environmental factors and the interaction between them in the process of developing areas of interest and professional choice. This article analyzes the responses received from students, with the goal of providing information to educators and policymakers in the education system who seek to evaluate what exists and to guide the development of additional high school dance programs in the future. The findings here show a positive impact of these programs on students’ decision-making process both while they are in school and in terms of their future interest to develop a professional career in dance.

摘要

本研究调查了选择舞蹈作为强化科目的以色列高中生的专业发展过程。舞蹈与数学、物理、历史、文学和其他传统科目的课程一起，被认为是毕业前参加的入学考试的一个学习领域。向全国 54 个现有项目（截至 2019-2020 年）的学生发送了在线问卷。932 名学生回答，约占学生总数的 80%。数据分析使用社会认知职业理论 (SCCT)，该理论处理专业选择的教育背景。该理论强调个人、环境因素的重要性，以及它们在发展兴趣领域和专业选择过程中的相互作用。本文分析了从学生那里收到的反馈，目的是为教育系统中的教育工作者和政策制定者提供信息，他们试图评估现有的情况，并指导未来更多高中舞蹈项目的发展。这里的调查结果表明，这些项目对学生在校期间的决策过程以及他们未来发展舞蹈职业生涯的兴趣都有积极影响。