Abstract
| 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 |
Cite this
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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; Taylor, Monica.
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
TY - CHAP
T1 - All brain and still no body
T2 - Moving towards a pedagogy of embodiment in teacher education
AU - McDonough, Sharon
AU - Forgasz, Rachel
AU - Berry, Amanda
AU - Taylor, Monica
PY - 2016
Y1 - 2016
N2 - 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.
AB - 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.
M3 - Chapter (Book)
SN - 9780473358938
SP - 433
EP - 439
BT - Enacting Self-Study as Methodology for Professional Inquiry
A2 - Garbett, Dawn
A2 - Ovens, Alan
PB - Self-Study of Teacher Education Practices (S-STEP)
CY - USA
ER -