Embodiment: a multimodal international teacher education pedagogy?

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Abstract

In this chapter, I explore embodiment as a multi-modal pedagogy for teacher education. I begin with a theoretical exploration of the concepts of embodiment and embodied pedagogy across a range of cultural, philosophical and research traditions and their significance in considering powerful pedagogies for contemporary teacher education. I then go on to present a lived example of the image of the images as a drama-based embodied pedagogy for pre-service teacher reflection. Drawing on my research in Australia with a group of pre-service teachers, I unpack the potential benefits of embodied reflection as a pedagogical strategy for engaging pre-service teachers in deep, collaborative reflection on learning to teach. Finally, I offer suggestions for adapting and applying this pedagogical approach across different teacher education contexts.
Original languageEnglish
Title of host publicationInternational Teacher Education: Promising Pedagogies (Part C)
EditorsCheryl J Craig, Lily Orland-Barak
Place of PublicationBingley UK
PublisherEmerald Group Publishing Limited
Pages115 - 137
Number of pages23
ISBN (Print)9781784416744
DOIs
Publication statusPublished - 2015

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