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Embodiment: A Multimodal International Teacher Education Pedagogy? ☆

Rachel Forgasz

International Teacher Education: Promising Pedagogies (Part C)

ISBN: 978-1-78441-674-4, eISBN: 978-1-78441-673-7

Publication date: 21 November 2015

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.

Keywords

Citation

Forgasz, R. (2015), "Embodiment: A Multimodal International Teacher Education Pedagogy? ☆ ", International Teacher Education: Promising Pedagogies (Part C) (Advances in Research on Teaching, Vol. 22C), Emerald Group Publishing Limited, Bingley, pp. 115-137. https://doi.org/10.1108/S1479-368720150000022006

Publisher

:

Emerald Group Publishing Limited

Copyright © 2015 Emerald Group Publishing Limited

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