Examining The Influence of Dance Movement Literacy on Pedagogical Readiness Among Preservice Elementary School Teachers

Hana Shilfia Iraqi; Serly Safitri; Fikhen Tri Wulandari

doi:10.33578/pjr.v10i5.1676

Authors

Hana Shilfia Iraqi State University of Padang, Indonesia Author
Serly Safitri Author
Fikhen Tri Wulandari State University of Padang, Indonesia Author

DOI:

https://doi.org/10.33578/pjr.v10i5.1676

Keywords:

dance movement literacy, pedagogical readiness, embodied learning, laban movement analysis, teacher education, pre-service elementary teachers

Abstract

Dance Movement Literacy has been increasingly recognised as an important component of teacher education because it integrates movement competence with pedagogical development. However, limited research has examined how its dimensions contribute to pedagogical readiness among prospective elementary school teachers. This study investigated the influence of Movement Accuracy, Spatial Awareness, Expressive Quality, and Learning Experience on pedagogical readiness. A quantitative cross-sectional design was employed involving 99 prospective elementary school teachers selected through convenience sampling. Data were collected using validated questionnaires and analysed using descriptive statistics, Pearson's correlation, and multiple linear regression. The findings revealed that the regression model explained 69.5% of the variance in pedagogical readiness (R² = .695). Expressive Quality emerged as the strongest predictor (β = 0.519, p < .001), followed by Movement Accuracy (β = 0.220, p = .003) and Learning Experience (β = 0.193, p = .001). Spatial Awareness did not significantly predict pedagogical readiness (β = 0.080, p = .327). The regression model also demonstrated a large overall effect size (Cohen's f² = 2.28), indicating substantial explanatory power. The findings suggest that Dance Movement Literacy extends beyond movement performance by strengthening instructional communication, practical teaching competence, and professional readiness. Integrating movement-based pedagogies into Primary School Teacher Education programmes may therefore enhance the preparation of prospective teachers for learner-centred classroom practice.

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