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 language | English |
|---|---|
| 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 |
| ISBN (Print) | 9781784416744 |
| DOIs | |
| Publication status | Published - 2015 |