Q&A with Linda Gamblin About Teaching Practice

Teaching is a continuous process of discovery. Each class offers an opportunity to learn something new—about ourselves, our students and the art of learning itself – Head of Training Linda Gamblin 

Linda Gamblin, Head of Training at Sydney Dance Company, brings years of experience in dance education. In this interview, she shares how continuous reflection and growth shape effective teaching. Hear from Linda and discover how Sydney Dance Company’s Teacher Training program will inspire educators to reflect and refine their craft. 

 

With years of experience, many teachers develop a strong sense of what works in their studio. Why is it still important to reflect on and evolve our teaching practice? 

Linda: Through experience, teachers develop a deep understanding of what works well and what doesn’t. However, reflecting on our teaching practice isn’t about discarding what we’ve learned, nor does it mean doubting our expertise. It’s about refining our approach and remaining open to growth.  

Opportunities like expos, conferences, teacher days, and teacher training programs provide valuable spaces for teachers to come together, share knowledge, exchange ideas and explore new concepts and philosophies informed by current research. Engaging in these discussions allows us to gain fresh perspectives, refine our strategies and deepen our understanding, helping us evolve not just as educators, but as lifelong learners. 

 

A lot of teachers find themselves repeating the same corrections without seeing lasting change in their students. How can shifting our approach help? 

Linda: Sometimes, the key isn’t repetition, it’s finding a new way in. Students process information differently. Shifting our approach, whether through imagery, sensation-based cues, biomechanics, breaking things down differently, or even adjusting the timing and manner in which we deliver instruction, can make all the difference.  

What if students observed and reflected on each other’s movement, identifying both challenges and strengths? What if we, as teachers, had the luxury to observe and learn from one another? These are just some of the creative possibilities that emerge when we connect with peers and educational experts. By sharing perspectives, encouraging peer learning and experimenting with fresh approaches, we open the door to deeper understanding. 

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Teachers dedicate so much of themselves to their students’ growth and development. How does Sydney Dance Company’s Teacher Training support teachers in sustaining their own long-term, fulfilling careers? 

Linda: A fulfilling teaching career thrives on artistry, curiosity and the love of dance that brought us here. When we invest in our own learning, we don’t just become better teachers—we make our experience of teaching richer and more alive. 

Teacher Training provides a space to reconnect, not just as educators but as teaching artists. By integrating principles of somatic self-awareness and resilience, this training helps teachers sustain their passion, energy and well-being over the long term. Finding a deeper connection to the practice of teaching itself, ensuring it remains a source of inspiration rather than depletion. 

 

Dance education has traditionally focused on aesthetic perfection. How does this Teacher Training challenge that approach, and why is it important?

Linda: I believe the conflict for teachers arises when we focus only on achieving an external shape, as this can actually limit what’s possible. An embodied approach changes everything. When dancers understand movement from within, their technique becomes clearer, stronger and more intentional. It’s not about rejecting aesthetic, it’s about deepening the process that gets us there.  

Sydney Dance Company’s Teacher Training program promotes embodied learning, where movement arises from awareness and internal experience rather than forced replication. When dancers move with intelligence and authenticity, they perform with greater clarity, confidence and individuality.

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Today’s dance landscape is shifting, with a greater emphasis on dancer wellbeing, inclusivity and contemporary approaches to training. How does this program help teachers evolve with these changes?  

Linda: Every student learns differently that is a given. Supporting teachers to refine their ability to work with diverse abilities and learning styles, guide students toward autonomy, personal agency and create an environment where every dancer, regardless of ability, background, or experience, feels seen, heard and encouraged.  

As an awareness of behavioural sciences, inclusivity and creative expression grows, best practices across industries are being reshaped. To remain relevant in an ever-changing environment, teachers must actively engage with these advancements and adapt their approach.

 

If an experienced teacher is unsure whether Teacher Training is right for them, what’s the one thing you’d want them to know?

Linda: Sydney Dance Company’s Teacher Training is about expanding what’s possible in your own approach. It’s a chance to reflect, refine and reconnect with the why and how you teach as an individual artist. Just like dance, teaching is a lifelong practice, and growth doesn’t stop with experience. Whether you’re new to teaching or have years behind you, this training offers fresh perspectives, and the space to evolve—at any stage of your journey.