All brain and still no body: Moving towards a pedagogy of embodiment in teacher education

McDonough, S, Forgasz, R, Berry, A and Taylor, M 2016, 'All brain and still no body: Moving towards a pedagogy of embodiment in teacher education' in Dawn Garbett; Alan Ovens (ed.) Enacting self-study as methodology for professional inquiry, University of Auckland, Auckland, New Zealand, pp. 433-440.


Document type: Book Chapter
Collection: Book Chapters

Title All brain and still no body: Moving towards a pedagogy of embodiment in teacher education
Author(s) McDonough, S
Forgasz, R
Berry, A
Taylor, M
Year 2016
Title of book Enacting self-study as methodology for professional inquiry
Publisher University of Auckland
Place of publication Auckland, New Zealand
Editor(s) Dawn Garbett; Alan Ovens
Start page 433
End page 440
Subjects Teacher Education and Professional Development of Educators
Summary We are four teacher educators who are interested in the role of emotions and embodiment in teacher education. The impetus for this study emerged after an embodied reflection workshop run by Rachel, Mandi, and Sharon at the 2014 SSTEP Castle Conference in which Monica participated. The workshop explored the ways in which teaching and learning to teach are emotional, cognitive, and embodied acts. After this experience we committed to a collaborative self-study, which we conducted between February and October, 2015, to track our attempts to use embodied pedagogies in our teacher education practices. In this study, we examine our efforts to enact embodied pedagogies in our practice and identify the challenges and benefits of doing so.
Copyright notice © 2016 Self-Study of Teacher Education Practices. Licensed under the Creative Commons Attribution 4.0 license,
Keyword(s) teacher educators
self-study
embodied pedagogies
ISBN 9780473358938
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