Challenges in Ethnic Dance Teaching: A Qualitative Study from the Perspective of Preschool Teachers

Abstract

In the current context of integrating traditional culture into early childhood education, ethnic dance, as an important art education resource, has gradually attracted attention from the academic community for its teaching value. However, there is still a lack of empirical research on how preschool teachers understand and implement ethnic dance teaching, especially a lack of structural analysis of the challenges teachers faces in practice. Using Activity Theory as a theoretical framework and qualitative interview methods, this study conducted an in-depth analysis of the experiential structure of teachers in the practice of ethnic dance teaching. The research subjects were 25 preschool teachers with experience in ethnic dance teaching. The interview data were coded and summarized according to the six dimensions of Activity Theory.The results revealed the following challenges: Limited Cultural Cognition, Conflicted Priorities, Tool Adaptation Gap, Lack of Operational Norms, Unstable Cultural Support, and Blurry Pedagogical Roles.Based on teachers' experiences, this study constructed a challenge structure diagram based on Activity Theory, revealing the teaching tensions and institutional gaps inherent in ethnic dance teaching as an important practical mechanism for the integration of cultural heritage and early childhood education, and providing a theoretical reference for future curriculum development and teacher support systems.