The value of sharing practitioner wisdom in a learning and teaching context for training contemporary dancers in a conservatoire

This article sets out to interpret the experience of three practitioners who are engaged with higher education contemporary dance training. It outlines an investigation into how the sharing of their teaching practices and approaches has allowed them to gain further insight into concerns they share between them. They will advocate the value of sharing practitioner wisdom and will explain how their teaching practices are supported by a non-hierarchical, dialogical student–teacher environment. The three practitioner voices will be heard as they move through the binary decisions that present themselves as they engage in a framework of sharing and renewing.