Crossing from the personal to the professional and back: using 5Rhythms dance meditation to explore our teacher education practices

Monica Taylor; Rachel Forgasz

Crossing from the personal to the professional and back: using 5Rhythms dance meditation to explore our teacher education practices

Education Clayton

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

Original language	English
Title of host publication	Pushing Boundaries and Crossing Borders
Subtitle of host publication	Self-study and a Means for Researching Pedagogy
Editors	Dawn Garbett, Alan Ovens
Place of Publication	Washington DC USA
Publisher	Self-Study of Teacher Education Practices (S-STEP)
Chapter	13
Pages	115-123
Number of pages	9
Edition	1st
ISBN (Print)	9780473444716
Publication status	Published - 2018

Access to Document

258820625-oaFinal published version, 151 KB

https://www.dropbox.com/s/5cmsksjefea4xms/Pushing%20boundaries%20%26%20crossing%20borders.pdf?dl=0

Cite this

Taylor, M., & Forgasz, R. (2018). Crossing from the personal to the professional and back: using 5Rhythms dance meditation to explore our teacher education practices. In D. Garbett, & A. Ovens (Eds.), Pushing Boundaries and Crossing Borders: Self-study and a Means for Researching Pedagogy (1st ed., pp. 115-123). Self-Study of Teacher Education Practices (S-STEP). https://www.dropbox.com/s/5cmsksjefea4xms/Pushing%20boundaries%20%26%20crossing%20borders.pdf?dl=0

Taylor, Monica ; Forgasz, Rachel. / Crossing from the personal to the professional and back : using 5Rhythms dance meditation to explore our teacher education practices. Pushing Boundaries and Crossing Borders: Self-study and a Means for Researching Pedagogy. editor / Dawn Garbett ; Alan Ovens. 1st. ed. Washington DC USA : Self-Study of Teacher Education Practices (S-STEP), 2018. pp. 115-123

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title = "Crossing from the personal to the professional and back: using 5Rhythms dance meditation to explore our teacher education practices",

author = "Monica Taylor and Rachel Forgasz",

year = "2018",

language = "English",

isbn = "9780473444716",

pages = "115--123",

editor = "Dawn Garbett and Alan Ovens",

booktitle = "Pushing Boundaries and Crossing Borders",

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

edition = "1st",

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Taylor, M & Forgasz, R 2018, Crossing from the personal to the professional and back: using 5Rhythms dance meditation to explore our teacher education practices. in D Garbett & A Ovens (eds), Pushing Boundaries and Crossing Borders: Self-study and a Means for Researching Pedagogy. 1st edn, Self-Study of Teacher Education Practices (S-STEP), Washington DC USA, pp. 115-123. <https://www.dropbox.com/s/5cmsksjefea4xms/Pushing%20boundaries%20%26%20crossing%20borders.pdf?dl=0>

Crossing from the personal to the professional and back : using 5Rhythms dance meditation to explore our teacher education practices. / Taylor, Monica; Forgasz, Rachel.

Pushing Boundaries and Crossing Borders: Self-study and a Means for Researching Pedagogy. ed. / Dawn Garbett; Alan Ovens. 1st. ed. Washington DC USA : Self-Study of Teacher Education Practices (S-STEP), 2018. p. 115-123.

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

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T1 - Crossing from the personal to the professional and back

T2 - using 5Rhythms dance meditation to explore our teacher education practices

AU - Taylor, Monica

AU - Forgasz, Rachel

PY - 2018

Y1 - 2018

M3 - Chapter (Book)

SN - 9780473444716

SP - 115

EP - 123

BT - Pushing Boundaries and Crossing Borders

A2 - Garbett, Dawn

A2 - Ovens, Alan

PB - Self-Study of Teacher Education Practices (S-STEP)

CY - Washington DC USA

ER -

Taylor M, Forgasz R. Crossing from the personal to the professional and back: using 5Rhythms dance meditation to explore our teacher education practices. In Garbett D, Ovens A, editors, Pushing Boundaries and Crossing Borders: Self-study and a Means for Researching Pedagogy. 1st ed. Washington DC USA: Self-Study of Teacher Education Practices (S-STEP). 2018. p. 115-123