Embodiment: A Multimodal International Teacher Education Pedagogy?

Abstract

(2016),"Blended learning for building student-teachers' capacity to learn and teach science-related interdisciplinary subjects: The case of Hong Kong", Asian Association of Open Universities Journal, Vol. 11 Iss 2 pp. 166-181 <a href="https://doi.org/10.1108/ AAOUJ-09-2016-0029">https://doi.org/10.1108/AAOUJ-09-2016-0029</a> Access to this document was granted through an Emerald subscription provided by All users group For AuthorsIf you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.comEmerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional customer resources and services.Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation.

Using Embodied Practices with Preservice Teachers: Teaching and Reflecting Through the Body to Re-think Teacher Education

“…The body became a potent vehicle for reflection throughout the class as students began to realize that in preparing to become a teacher, they cannot separate, as one student reflected, their "own experiences and self from the act of teaching." In this sense, our students' experiences are similar to those of Forgasz's (2015) students for whom "[e]mbodiment offered a different way of accessing, and expressing, selfunderstanding" (p. 129) compared with the cognitive and discursive forms of reflective inquiry with which they were familiar.…”

“…Although at times uncomfortable, their bodies became a powerful reflective tool for the preservice teachers, whether by enabling them to experience or access emotions, or by supporting them to uncover new meanings and deeper insights about themselves. Related to our students' experiences of their body's role in knowledge construction, these data largely reflect the kinds of ideas about the nature and value of embodied learning advanced by Nguyen and Larson (2015), Freiler (2008), and Forgasz (2014Forgasz ( , 2015.…”

“…There is general agreement amongst researchers of embodied pedagogies that many Western formal education systems privilege cognitive forms and ways of knowing (see, for example, Forgasz, 2015;Lawrence, 2012;Satina & Hultgren, 2001). According to Estola and Elbaz-Luwisch (2003), predilection for the dictates of Cartesian dualism explains the historical privileging of mind over body, while the reduction of the body to discourse in much postmodern philosophy perpetuates the problem in more contemporary thought.…”

What Happened to Us? The Effects of Online Learning on Embodied Encounters During Covid-19

“…( [12], p. 53). Additionally, Forgasz in her exploration of embodied pedagogies in teacher education concluded that "hierarchical privileging of mind/intellect over body/emotion are deeply entrenched in the academy" ( [13], p.118).…”

Teaching during COVID 19 times – The experiences of drama and performing arts teachers and the human dimensions of learning

“…Drama is a subject and learning area whereby teaching and learning approaches are characterised by 'embodied' pedagogies (Bird and Sinclair, 2019;Forgasz, 2015), working collaboratively as a form of ensemble (Franks et al, 2014) and as a community (Munday and Fleming, 2016). Drama educator concerns for presence, embodiment and collective action are fundamental to their practice and the shift to online delivery meant embracing ways of working that challenged key foundations of their work and process.…”