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

Sharon McDonough; Rachel Forgasz; Amanda Berry; Monica Taylor

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 proceeding › Chapter (Book) › Research › peer-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 language	English
Title of host publication	Enacting Self-Study as Methodology for Professional Inquiry
Editors	Dawn Garbett, Alan Ovens
Place of Publication	USA
Publisher	Self-Study of Teacher Education Practices (S-STEP)
Chapter	55
Pages	433-439
Number of pages	7
ISBN (Print)	9780473358938
Publication status	Published - 2016

Access to Document

10899705-oaFinal published version, 13.8 MB

1 Chapter (Book)

Learning together as teachers and researchers: growing shared expertise in a self-study community of inquiry
Geursen, J., Berry, A., Hagebeuk, E., Peters, C. & Lunenberg, M., 2016, Enacting Self-Study as Methodology for Professional Inquiry. Garbett, D. & Ovens, A. (eds.). 1st ed. Washington DC USA: Self-Study of Teacher Education Practices (S-STEP), p. 155-162 8 p.
Research output: Chapter in Book/Report/Conference proceeding › Chapter (Book) › Research › peer-review

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Cite this

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

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.",

author = "Sharon McDonough and Rachel Forgasz and Amanda Berry and Monica Taylor",

year = "2016",

language = "English",

isbn = "9780473358938",

pages = "433--439",

editor = "Dawn Garbett and Alan Ovens",

booktitle = "Enacting Self-Study as Methodology for Professional Inquiry",

publisher = "Self-Study of Teacher Education Practices (S-STEP)",

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All brain and still no body: Moving towards a pedagogy of embodiment in teacher education. / McDonough, Sharon; Forgasz, Rachel; Berry, Amanda et al.
Enacting Self-Study as Methodology for Professional Inquiry. ed. / Dawn Garbett; Alan Ovens. USA: Self-Study of Teacher Education Practices (S-STEP), 2016. p. 433-439.

Research output: Chapter in Book/Report/Conference proceeding › Chapter (Book) › Research › peer-review

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BT - Enacting Self-Study as Methodology for Professional Inquiry

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

Abstract

Access to Document

Research output

Learning together as teachers and researchers: growing shared expertise in a self-study community of inquiry

Cite this