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.
|Title of host publication||International Teacher Education: Promising Pedagogies (Part C)|
|Editors||Cheryl J Craig, Lily Orland-Barak|
|Place of Publication||Bingley UK|
|Publisher||Emerald Group Publishing Limited|
|Pages||115 - 137|
|Number of pages||23|
|Publication status||Published - 2015|