Re-embodying (preservice middle years) teachers? An attempt to reposition the body and its presence in teaching and learning

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Abstract

This four-part story is about one teacher educator's attempt to embody praxis as a form of academic work, emphasizing the importance of the corporeal in learning and teaching. I describe the inter-related context (1) of my embodied self, the teacher education course I constructed, and theory employed in mediating course practices. E. vidence of praxis in emergence (2) is illustrated through written text and visual artefacts of the operationalized assessment. I discuss (3) using embodied subjectivities, the importance of practice/praxis, and how we operationalize discourse in education to then pose questions (4) as flows for teacher educators, preservice teachers and teachers in their classpaces.

Original languageEnglish
Pages (from-to)187-200
Number of pages14
JournalTeaching and Teacher Education
Volume27
Issue number1
DOIs
Publication statusPublished - Jan 2011
Externally publishedYes

Keywords

  • Body
  • Embodied subjectivities
  • Embodiment
  • Middle schooling
  • Middle years
  • Teacher
  • Teacher education

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