“Struck by the way our bodies conveyed so much": A collaborative self-study of our developing understanding of embodied pedagogies

Rachel Regina Forgasz, Sharon McDonough

Research output: Contribution to journalArticleResearchpeer-review

7 Citations (Scopus)

Abstract

Embodied pedagogies offer methodological and pedagogical possibilities for exploring and understanding the emotional and embodied dimensions of teaching and learning to teach. In this paper we present a collaborative self-study that examines what we have learned about the nature, value and facilitation of embodied pedagogies through our experiences as both facilitators and participants. Through engaging in this self-study we have deepened our understanding of three aspects of embodied pedagogies: the nature of embodiment as a process of learning and coming to know, the challenges associated with engaging learners in embodied pedagogies, and some of the factors that contribute to skilful facilitation of embodied pedagogies. Articulating these understandings offers insight for ourselves and for other teacher educators looking to engage preservice teachers in embodied explorations and understandings of teaching and learning.

Original languageEnglish
Pages (from-to)52-67
Number of pages16
JournalStudying Teacher Education
Volume13
Issue number1
DOIs
Publication statusPublished - 2 Jan 2017

Keywords

  • collaborative self study
  • embodied learning
  • Embodied pedagogy
  • teacher education pedagogies
  • vulnerability

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