This study examines the dance self-concept of student teachers studying physical
education as a minor subject at the University of Eastern Finland (UEF). The theoretical
framework is based on the position of dance in Finnish basic education, teacher
education, and self-concept. The study represents qualitative research, and the data was
analysed using theory-based content analysis. The purpose of the study was to explore
the nature of student teachers’ self-concept in dance and the factors affecting it. Data
were collected with an electronic questionnaire from 32 respondents. The results show
that close to half (14/32) of respondents had a positive self-concept, around one in ten
(3/32) a neutral self-concept, and one third (9/32) a negative self-concept in dance. Six
respondents’ self-concept in dance remained undefined. Previous hobbies, gender, and
sense of rhythm had the biggest impacts on dance self-concept.
Keywords: self-concept in dance (dance self-conception), dance education, self-concept,
teacher education