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 |