All brain and still no body: Moving towards a pedagogy of embodiment in teacher education

Sharon McDonough, Rachel Forgasz, Amanda Berry, Monica Taylor

Research output: Chapter in Book/Report/Conference proceedingChapter (Book)Researchpeer-review

Abstract

We are four teacher educators who are interested in the role of emotions and embodiment in teacher education. The impetus for this study emerged after an embodied reflection workshop run by Rachel, Mandi, and Sharon at the 2014 SSTEP Castle Conference in which Monica participated. The workshop explored the ways in which teaching and learning to teach are emotional, cognitive, and embodied acts. After this experience we committed to a collaborative self-study, which we conducted between February and October, 2015, to track our attempts to use embodied pedagogies in our teacher education practices. In this study, we examine our efforts to enact embodied pedagogies in our practice and identify the challenges and benefits of doing so.
Original languageEnglish
Title of host publicationEnacting Self-Study as Methodology for Professional Inquiry
EditorsDawn Garbett, Alan Ovens
Place of PublicationUSA
PublisherSelf-Study of Teacher Education Practices (S-STEP)
Chapter55
Pages433-439
Number of pages7
ISBN (Print)9780473358938
Publication statusPublished - 2016

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