Article ID | Journal | Published Year | Pages | File Type |
---|---|---|---|---|
374421 | Teaching and Teacher Education | 2011 | 14 Pages |
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. Evidence 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.
Research highlights► Our bodies are important in teaching and learning; ► The body needs to be explicitly ‘present’ in teacher education praxis; ► Understanding the body ontologically, epistemologically and ethically through praxis may enhance the work of teachers and educational experiences.