Teaching dance through blended learning requires teachers to preserve embodied demonstration, artistic expression, cultural meaning, and pedagogical connection across face-to-face and digitally mediated environments. This study explored the lived experiences of Senior High School Physical Education teachers in teaching dance through blended learning in public schools in Bulacan, Philippines. Guided by Van Manen’s phenomenology of practice, the study employed an interpretive phenomenological design involving 15 purposively selected teachers. The study collected data through semi-structured interviews and analyzed them using adapted steps from Colaizzi’s method, including transcript familiarization, identification of significant statements, formulation of meanings, thematic clustering, development of an exhaustive description, and articulation of the experience’s fundamental structure. The findings revealed that blended learning extended opportunities for self-paced rehearsal, repeated access to demonstrations, creative choreography, and reflective performance review. However, unstable connectivity, unequal access to devices, constrained home spaces, limited visibility of movement, delayed corrective feedback, and reduced teacher–student interaction disrupted the embodied, spatial, and relational dimensions of dance instruction. Teachers responded by producing short, low-data demonstration videos; modifying movements to fit available space; integrating asynchronous preparation with face-to-face refinement; and using rubrics, video evidence, self-assessment, and peer feedback. The experience’s essential structure was continuous pedagogical negotiation under conditions of partial presence, in which teachers reconstructed embodiment, feedback, interaction, and cultural expression across unevenly connected learning environments. The findings underscore the need for equitable access to technology, safe practice options, context-responsive instructional resources, protected preparation time, and professional development in blended dance pedagogy.

Keywords: blended learning, dance pedagogy, embodied learning, interpretive phenomenology, Physical Education teachers, phenomenology of practice