SynthesisFrontiers in psychology2026
Learner-centered versus teacher-centered dance pedagogy and dance learning and related outcomes: a systematic review.
Synthesis in Frontiers in psychology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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3 authors.
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Abstract
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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