Despite tertiary institutions acknowledging that reflective practice is an essential component of undergraduate dance teacher training, there is often a disparity between the tertiary students' reflective skills and the more sophisticated reflective ability needed to navigate the twenty-first-century workforce. This paper charts the evolution of a dance teaching reflective pedagogy within a suite of three units across a three-year undergraduate dance teacher-training course for school, community and studio dance teachers. This reflective pedagogy based on exploration, collaboration, critical questioning and connections with community forms the basis of a model of tertiary dance teacher training; the "Performance in Context Model" ("PCM"). Over the past four years, through four cycles of action research, the "PCM" pedagogy, context and engagement with community has developed into a successful model integrating practical dance teaching skills, artistry and community engagement. The "PCM" represents a holistic collaborative approach to dance teacher education: the marrying of "teacher-as-artist", "teacher-as-performer" and "teacher-as-researcher". More specifically, it emphasises the need for mature, reflective, receptive and flexible approaches in response to dance teaching and learning. These are enacted in a variety of contexts, with tertiary dance teaching students identifying as teaching artists, as well as researchers of their own practice.