Bodies of knowledge: The concept of embodiment as an alternative to theory/practice debates in the preparation of teachers

Journal article

Ord, Kate and Nuttall, Joce. (2016). Bodies of knowledge: The concept of embodiment as an alternative to theory/practice debates in the preparation of teachers. Teaching and Teacher Education. 60, pp. 355 - 362. https://doi.org/10.1016/j.tate.2016.05.019

Authors	Ord, Kate and Nuttall, Joce
Abstract	The theory/practice divide is a persistent theme in teacher education research. This article reports on a phenomenological study of thirteen newly-qualified teachers across their first two years of teaching and their sense of preparedness to teach. Analysis of interviews with the teachers suggested they equated ‘being prepared’ with ‘being knowledgeable’, with being knowledgeable described in embodied terms, rather than as knowledge held ‘in the head’. We argue that the concept of embodiment, particularly as it has been taken up within the ‘practice turn’ in teacher education, offers a potential alternative to long-standing theory/practice entanglements in debates about learning to teach.
Keywords	teacher education; theory-practice divide; beginning teachers; embodiment
Year	2016
Journal	Teaching and Teacher Education
Journal citation	60, pp. 355 - 362
Publisher	Elsevier Ltd
ISSN	0742-051X
Digital Object Identifier (DOI)	https://doi.org/10.1016/j.tate.2016.05.019
Scopus EID	2-s2.0-84990856262
Page range	355 - 362
Research Group	Institute for Learning Sciences and Teacher Education (ILSTE)
Publisher's version	File Access Level Controlled
Place of publication	United Kingdom

Permalink -

https://acuresearchbank.acu.edu.au/item/890xq/bodies-of-knowledge-the-concept-of-embodiment-as-an-alternative-to-theory-practice-debates-in-the-preparation-of-teachers

Restricted files

Publisher's version

(1 files)

213
total views
0
total downloads
0
views this month
0
downloads this month

These values are for the period from 19th October 2020, when this repository was created.

Export as

Related outputs

Leadership in early childhood education : A cultural-historical theory of practice development

Nuttall, Joce, Henderson, Linda, Wood, Elizabeth and Martin, Jenny. (2024). Leadership in early childhood education : A cultural-historical theory of practice development Springer Nature. https://doi.org/10.1007/978-3-031-51985-7

Positioning theory as a framework for understanding the facilitation of professional development for educational leaders

Martin, Jennifer Lynne, Nuttall, Jocelyn Grace, Wood, Elizabeth and Henderson, Linda. (2024). Positioning theory as a framework for understanding the facilitation of professional development for educational leaders. The Australian Educational Researcher. pp. 1-30. https://doi.org/10.1007/s13384-024-00700-9

Reconceptualising pedagogical leadership for quality in early childhood education : From individual dispositions to systemic creativity

Nuttall, Joce, Henderson, Linda, Wood, Elizabeth and Martin, Jenny. (2023). Reconceptualising pedagogical leadership for quality in early childhood education : From individual dispositions to systemic creativity. In In Hansen, Line Skov and Ringsmose, Charlotte (Ed.). Quality in Early Childhood Education and Care through Leadership and Organizational Learning: Organizational and professional development. pp. 221 - 237 Springer Cham. https://doi.org/10.1007/978-3-031-39419-5_13

Educational leadership in early childhood education : Participant vulnerability and a ‘rule of care’

Henderson, Linda, Nuttall, Joce, Wood, Elizabeth and Martin, Jenny. (2023). Educational leadership in early childhood education : Participant vulnerability and a ‘rule of care’. Journal of Early Childhood Research. 22(2), pp. 297-312. https://doi.org/10.1177/1476718X231210641

The impact of digital documentation platforms on early childhood educators’ work in Australia and New Zealand

Nuttall, Joce, Rooney, Tonya, Gunn, Alexandra C. and White, E. Jayne. (2023). The impact of digital documentation platforms on early childhood educators’ work in Australia and New Zealand. Technology, Pedagogy and Education. 32(2), pp. 257-273. https://doi.org/10.1080/1475939X.2023.2177720

The potential of ‘leading identity’ as an analytic concept for understanding Educational Leadership development in early childhood education

Henderson, Linda, Nuttall, Joce, Wood, Elizabeth and Martin, Jenny. (2022). The potential of ‘leading identity’ as an analytic concept for understanding Educational Leadership development in early childhood education. Teachers and Teaching. 28(7), pp. 875-889. https://doi.org/10.1080/13540602.2022.2137140

Assessment for learning within Australia's Early Years Learning Framework : What is the place of Learning Stories?

Minson, Victoria and Nuttall, Joce. (2022). Assessment for learning within Australia's Early Years Learning Framework : What is the place of Learning Stories? Contemporary Issues in Early Childhood. pp. 1-16. https://doi.org/10.1177/14639491221133464

Transformative agency by double stimulation : Advances in theory and methodology

Engeström, Yrjö, Nuttall, Joce and Hopwood, Nick. (2022). Transformative agency by double stimulation : Advances in theory and methodology. Pedagogy Culture and Society. 30(1), pp. 1-7. https://doi.org/10.1080/14681366.2020.1805499

Workforce diversity and quality improvement policies in early childhood education in East Asia

Nuttall, Joce, Grieshaber, Susan, Lim, Sirene, Eunju, Yun, Jooeun, Oh, Hyojin, Ahn, Sum, Chee Wah, Yang, Weipeng and Soojung, Kim. (2022). Workforce diversity and quality improvement policies in early childhood education in East Asia. Early Years. 42(1), pp. 6-22. https://doi.org/10.1080/09575146.2021.1888076

Formative interventions and the ethics of double stimulation for transformative agency in professional practice

Joce Nuttall. (2022). Formative interventions and the ethics of double stimulation for transformative agency in professional practice. Pedagogy Culture and Society. 30(1), pp. 111-128. https://doi.org/10.1080/14681366.2020.1805498

Leadership of strengths-based approaches for early years mathematics education : Using CHAT as a framework for educational leaders professional learning leadership

Sexton, Matt and Nuttall, Joce. (2021). Leadership of strengths-based approaches for early years mathematics education : Using CHAT as a framework for educational leaders professional learning leadership. 43rd annual conference of the Mathematics Education Research Group of Australasia. Singapore: Mathematics Education Research Group of Australasia (MERGA). pp. 92-95

The GTPA as a collaborative project in Australian initial teacher education : A cultural-historical activity theory perspective

Nuttall, Jocelyn Grace. (2021). The GTPA as a collaborative project in Australian initial teacher education : A cultural-historical activity theory perspective. In In Wyatt-Smith, Claire, Adie, Lenore and Nuttall, Joce (Ed.). Teaching performance assessments as a cultural disruptor in initial teacher education : Standards, evidence and collaboration pp. 149-163 Springer. https://doi.org/10.1007/978-981-16-3705-6_9

Understanding how early childhood educators 'see' learning through digitally cast eyes : Some preliminary concepts concerning the use of digital documentation platforms

White, E. Jayne, Rooney, Tonya, Gunn, Alexandra C. and Nuttall, Joce. (2021). Understanding how early childhood educators 'see' learning through digitally cast eyes : Some preliminary concepts concerning the use of digital documentation platforms. Australasian Journal of Early Childhood. 46(1), pp. 6-18. https://doi.org/10.1177/1836939120979066

Multimodal play : A threshold concept for early childhood curriculum?

Grieshaber, Susan, Nuttall, Joce and Edwards, Susan. (2021). Multimodal play : A threshold concept for early childhood curriculum? British Journal of Educational Technology. 52(6), pp. 2118-2129. https://doi.org/10.1111/bjet.13127

Educational leaders and the project of professionalisation in early childhood education in Australia

Martin, Jenny, Nuttall, Joce, Henderson, Linda and Wood, Elizabeth. (2020). Educational leaders and the project of professionalisation in early childhood education in Australia. International Journal of Educational Research. 101, p. Article 101559. https://doi.org/10.1016/j.ijer.2020.101559

Young children's digital play in early childhood settings: Curriculum, pedagogy and teachers' knowledge

Wood, Elizabeth, Nuttall, Joce, Edwards, Susan and Grieshaber, Susan. (2020). Young children's digital play in early childhood settings: Curriculum, pedagogy and teachers' knowledge. In In O. Erstad, R. Flewitt, B. Kümmerling-Meibauer & I. Pereira and Í. S. Pires Periera (Ed.). The Routledge Handbook of Digital Literacies in Early Childhood pp. 214-226 Routledge. https://doi.org/10.4324/9780203730638

Early childhood curriculum and learning frameworks

Nuttall, Joce. (2019). Early childhood curriculum and learning frameworks. In In Peters, Michael A. (Ed.). Encyclopedia of teacher education pp. 1-5 Springer Nature. https://doi.org/10.1007/978-981-13-1179-6_100-1

Early childhood curriculum policy texts in England and Aotearoa New Zealand : A rhetorical analysis

Wood, Elizabeth and Nuttall, Joce. (2019). Early childhood curriculum policy texts in England and Aotearoa New Zealand : A rhetorical analysis. In In Gunn, Alexandra C. and Nuttall, Joce (Ed.). Weaving Te Whariki : Aotearoa New Zealand’s early childhood curriculum framework in theory and practice pp. 2019 NZCER Press.

Problematising policies for workforce reform in early childhood education: A rhetorical analysis of England's Early Years Teacher Status

Kay, Louise, Wood, Elizabeth, Nuttall, Joce and Henderson, Linda. (2019). Problematising policies for workforce reform in early childhood education: A rhetorical analysis of England's Early Years Teacher Status. Journal of Education Policy. https://doi.org/10.1080/02680939.2019.1637546

The role of cultural tools and motive objects in early childhood teachers' curriculum decision-making about digital and popular culture play

Nuttall, Joce, Edwards, Susan, Grieshaber, Sue, Wood, Elizabeth, Mantilla, Ana, Katiba, Timothy Chepkwesi and Bartlett, Jacinta. (2019). The role of cultural tools and motive objects in early childhood teachers' curriculum decision-making about digital and popular culture play. Professional Development in Education. 45(5), pp. 790 - 800. https://doi.org/10.1080/19415257.2018.1511456

New play: A pedagogical movement for early childhood education

Edwards, Susan, Grieshaber, Susan, Nuttall, Joce and Wood, Elizabeth. (2019). New play: A pedagogical movement for early childhood education. In In D. Whitebread, V. Grau and K. Kumpulainen, M. M. McClelland, N. E. Perry, and D. Pino-Pasternak (Ed.). The SAGE Handbook of Developmental Psychology and Early Childhood Education pp. 272 - 285 SAGE Publications. https://doi.org/10.4135/9781526470393

The historical emergence of early childhood education research in Australia

Nuttall, Joce and Grieshaber, Susan. (2018). The historical emergence of early childhood education research in Australia. In In M. Freer and B. van Oers (Ed.). International handbook of early childhood education, Volume I pp. 511 - 529 Springer Nature. https://doi.org/10.1007/978-94-024-0927-7_23

Engaging with ambivalence: The neglect of early childhood teacher education in initial teacher education reform in Australia

Nuttall, Joce. (2018). Engaging with ambivalence: The neglect of early childhood teacher education in initial teacher education reform in Australia. In In C. Wyatt-Smith and L. Adie (Ed.). Innovation and accountability in teacher education: Setting directions for new cultures in teacher education pp. 155 - 169 Springer Nature. https://doi.org/10.1007/978-981-13-2026-2_10

Formative interventions in leadership development in early childhood education: the potential of double stimulation

Nuttall, Joce, Thomas, Louise and Henderson, Linda. (2018). Formative interventions in leadership development in early childhood education: the potential of double stimulation. Journal of Early Childhood Research. 16(1), pp. 80 - 91. https://doi.org/10.1177/1476718X16664555

Introduction

Nuttall, Joce, Kostogriz, Alex, Jones, Mellita and Martin, Jenny. (2017). Introduction. In In Nuttall, Joce, Kostogriz, Alex, Jones, Mellita and Martin, Jenny (Ed.). Teacher education policy and practice : Evidence of impact, impact of evidence pp. vii-xii Springer. https://doi.org/10.1007/978-981-10-4133-4

Learning and deploying relational agency in the negotiation of interprofessional hierarchies in a UK hospital

Nuttall, Joce. (2017). Learning and deploying relational agency in the negotiation of interprofessional hierarchies in a UK hospital. In In A. Edwards (Ed.). Working Relationally in and across Practices: A Cultural-Historical Approach to Collaboration pp. 43 - 57 Cambridge University Press. https://doi.org/10.1017/9781316275184.003

Engaging with quality improvement initiatives: a descriptive study of learning in the complex and dynamic context of everyday life for family child care providers

Tonyan, Holli, Nuttall, Joce, Torres, Jeannette and Bridgewater, Jessie. (2017). Engaging with quality improvement initiatives: a descriptive study of learning in the complex and dynamic context of everyday life for family child care providers. Early Education and Development. 28(6), pp. 684 - 704. https://doi.org/10.1080/10409289.2017.1305152

Theorising curriculum implementation and evaluation in early childhood education

Nuttall, Joce. (2016). Theorising curriculum implementation and evaluation in early childhood education. In In M. A. Peters (Ed.). Encyclopedia of Educational Theory and Philosophy pp. 1 - 4 Springer Science and Business Media. https://doi.org/10.1007/978-981-287-532-7_59-1

Leaders as advocates in early childhood education: Building capacity for change through development of everyday practice

Nuttall, Joce. (2016). Leaders as advocates in early childhood education: Building capacity for change through development of everyday practice. In Research, policy and advocacy in the Early Years pp. 86 - 95 New Zealand Council for Educational Research.

Embodying pre-tense conditions for research among teacher educators in the Australian university sector: A Bourdieusian analysis of ethico-emotive suffering

Zipin, Lew and Nuttall, Joce. (2016). Embodying pre-tense conditions for research among teacher educators in the Australian university sector: A Bourdieusian analysis of ethico-emotive suffering. Asia-Pacific Journal of Teacher Education. 44(4), pp. 348 - 363. https://doi.org/10.1080/1359866X.2016.1177164

A spatial re-consideration of the early childhood-school relationship

Henderson, Linda Gaye, Nuttall, Jocelyn, Kriegler, Lili-Ann and Schiele, Helen. (2016). A spatial re-consideration of the early childhood-school relationship. Teachers and Teaching. 22(6), pp. 716 - 728. https://doi.org/10.1080/13540602.2016.1158960

Teacher education as academic work : The affordances of a materialist analysis

Nuttall, Joce and Brennan, Marie. (2016). Teacher education as academic work : The affordances of a materialist analysis. Asia-Pacific Journal of Teacher Education. 44(4), pp. 364-378. https://doi.org/10.1080/1359866X.2016.1144712

Digital play : What do early childhood teachers see?

Edwards, Susan, Nuttall, Joce, Mantilla, Ana and Wood, Elizabeth. (2015). Digital play : What do early childhood teachers see? In In S. Bulfin, N. F. Johnson and C. Bigum (Ed.). pp. 69 - 84 Palgrave Macmillan.

The role of motive objects in early childhood teacher development concerning children's digital play and play-based learning in early childhood curricula

Nuttall, Joce, Edwards, Susan, Mantilla, Ana, Grieshaber, Susan and Wood, Elizabeth. (2015). The role of motive objects in early childhood teacher development concerning children's digital play and play-based learning in early childhood curricula. Professional Development in Education. 41(2), pp. 222 - 235. https://doi.org/10.1080/19415257.2014.990579

Time and temporality in early childhood educators work

Nuttall, Joce and Thomas, Louise. (2015). Time and temporality in early childhood educators work. European Early Childhood Education Research Journal. 23(4), pp. 512 - 523. https://doi.org/10.1080/1350293X.2014.970851

Travelling policy reforms reconfiguring the work of early childhood educators in Australia

Nuttall, Joce, Thomas, Louise and Wood, Elizabeth. (2014). Travelling policy reforms reconfiguring the work of early childhood educators in Australia. Globalisation, Societies and Education. 12(3), pp. 358 - 372. https://doi.org/10.1080/14767724.2014.916199

Connecting cultural models of home-based care and childminders' career paths : An eco-cultural analysis

Tonyan, Holli and Nuttall, Joce. (2014). Connecting cultural models of home-based care and childminders' career paths : An eco-cultural analysis. International Journal of Early Years Education. 22(1), pp. 117 - 138. https://doi.org/10.1080/09669760.2013.809654

Negotiating policy-driven and state mandated expectations of leadership : Discourses accessed by early childhood educators in Australia

Thomas, Louise and Nuttall, Joce. (2014). Negotiating policy-driven and state mandated expectations of leadership : Discourses accessed by early childhood educators in Australia. New Zealand Research in Early Childhood Education. 17, pp. 101 - 114.

Tensions between discourses of development, religion and human capital in early childhood education policy texts : The case of Indonesia

Formen, Ali and Nuttall, Joce. (2014). Tensions between discourses of development, religion and human capital in early childhood education policy texts : The case of Indonesia. International Journal of Early Childhood. 46(1), pp. 15 - 31. https://doi.org/10.1007/s13158-013-0097-y

Children’s Centre Coordinator Pedagogical Mentoring and Coaching Program Development Project

Nuttall, Joce. (2013). Children’s Centre Coordinator Pedagogical Mentoring and Coaching Program Development Project [Dataset]. Australian Catholic University. https://doi.org/10.26199/acu.8q674

The potential of developmental work research as a professional learning methodology in early childhood education

Nuttall, Joce. (2013). The potential of developmental work research as a professional learning methodology in early childhood education. Contemporary Issues in Early Childhood. 14(3), pp. 201 - 211. https://doi.org/10.2304/ciec.2013.14.3.201

Inter-professional work with young children in hospital: The role of 'relational agency'

Nuttall, Joce. (2013). Inter-professional work with young children in hospital: The role of 'relational agency'. The Early Years. 33(4), pp. 413 - 425. https://doi.org/10.1080/09575146.2013.830283

Lost in production: The erasure of the teacher educator in Australian university job advertisements

Nuttall, Joce, Brennan, Marie, Zipin, Lew, Tuinamuana, Katarina and Cameron, Leanne. (2013). Lost in production: The erasure of the teacher educator in Australian university job advertisements. Journal of Education for Teaching: international research and pedagogy. 39(3), pp. 329 - 343. https://doi.org/10.1080/02607476.2013.799849

Challenges, opportunities, and capacity building in early childhood teacher education research in Australia and New Zealand

Nuttall, Joce. (2012). Challenges, opportunities, and capacity building in early childhood teacher education research in Australia and New Zealand. New Zealand Journal of Educational Studies. 47(1), pp. 65 - 78.

Practicum assessment of culturally and linguistically diverse early childhood pre-service teachers

Nuttall, Joce and Ortlipp, Michelle. (2012). Practicum assessment of culturally and linguistically diverse early childhood pre-service teachers. European Early Childhood Education Research Journal. 20(1), pp. 47 - 60. https://doi.org/10.1080/1350293X.2012.650011

Continuing professional learning in the Asia-Pacific region: tensions and opportunities in teacher knowledge and the governance of education

Nuttall, Joce, Seddon, Terri and Phan, Hien TT. (2012). Continuing professional learning in the Asia-Pacific region: tensions and opportunities in teacher knowledge and the governance of education. In In C. Day (Ed.). The Routledge International Handbook of Teacher and School Development pp. 293 - 301 Routledge. https://doi.org/10.4324/9780203815564

Supervision and assessment of the early childhood practicum : experiences of pre-service teachers who speak English as a second language and their supervising teachers

Ortlipp, M. and Nuttall, Joce. (2011). Supervision and assessment of the early childhood practicum : experiences of pre-service teachers who speak English as a second language and their supervising teachers. Australasian Journal of Early Childhood. 36(2), pp. 87 - 94.

Learning to teach in the early years classroom

Blaise, Mindy and Nuttall, Joce. (2010). Learning to teach in the early years classroom Oxford University Press.

Professional learning in early childhood settings

Edwards, Susan and Nuttall, Joce. (2009). Professional learning in early childhood settings Sense Publishers.

Introduction to Professional learning in early childhood settings

Edwards, Susan and Nuttall, Joce. (2009). Introduction to Professional learning in early childhood settings. In Professional learning in early childhood settings pp. 1 - 8 Sense Publishers.

Structure, agency, and artefacts: Mediating professional learning in early childhood education

Nuttall, Jocelyn Grace, Coxon, Lisa and Read, Sarah. (2009). Structure, agency, and artefacts: Mediating professional learning in early childhood education. In In S. Edwards and J. Nuttall (Ed.). Professional learning in early childhood settings pp. 97 - 114 Sense Publishers.

Macropolitical forces and micropolitical realities: implementing Te Whariki

Hedges, Helen and Nuttall, Jocelyn Grace. (2008). Macropolitical forces and micropolitical realities: implementing Te Whariki. In In A. C. Grasesser (Ed.). Nga kaupapa here: Connections and contradictions in education pp. 77 - 87 Cengage Learning Asia Pte Ltd.

Research into initial teacher education in Australia: A survey of the literature 1995-2004

Murray, Sally, Nuttall, Joce and Mitchell, Jane. (2008). Research into initial teacher education in Australia: A survey of the literature 1995-2004. Teaching and Teacher Education. 24(1), pp. 225 - 239. https://doi.org/10.1016/j.tate.2007.01.013

Theory, policy, and practice: Three contexts for the development of Australasia’s early childhood curriculum documents

Nuttall, Joce and Edwards, Suzy. (2007). Theory, policy, and practice: Three contexts for the development of Australasia’s early childhood curriculum documents. In In L. Keesing-Styles and H. Hedges (Ed.). Theorising early childhood practice : emerging dialogues pp. 77 - 88 Pademelon Press.

Expanding intersubjectivity: The potential of Bakhtinian dialogism to inform narrative assessment in early childhood education

White, Jayne and Nuttall, Joce. (2007). Expanding intersubjectivity: The potential of Bakhtinian dialogism to inform narrative assessment in early childhood education. First Years Nga Tau Tuatahi. 9(1), pp. 21 - 25.

Fieldwork supervision: A space for professional learning

Nuttall, Joce, Doecke, Brenton, Berry, Amanda, Illesca, Bella and Mitchell, Jane. (2007). Fieldwork supervision: A space for professional learning. In Changing perspectives on professional learning: Professionalism, identities and practice pp. 37 - 52 Sense Publishers. https://doi.org/10.1163/9789087901257_005

Changing research contexts in teacher education in Australia: Charting new directions

Nuttall, Joce, Mitchell, Jane and Seddon, Terri. (2006). Changing research contexts in teacher education in Australia: Charting new directions. Asia-Pacific Journal of Teacher Education. 34(1), pp. 321 - 332. https://doi.org/10.1080/13598660600927224

Listening to Ngaire: Teacher negotiation of the personal and the institutional in childcare.

Nuttall, Joce. (2006). Listening to Ngaire: Teacher negotiation of the personal and the institutional in childcare. Teachers and Teaching: Theory and Practice. 12(2), pp. 139 - 150. https://doi.org/10.1080/13450600500467316

Teacher education: What are its prospects?

Mitchell, Jane, Murray, Sally and Nuttall, Joce. (2006). Teacher education: What are its prospects? In In B. Doecke, M. Howie and W. Sawyer (Ed.). Only connect: English teaching, schooling and community pp. 321 - 334 Wakefield Press.

Co-operating teachers' perspectives under scrutiny: A comparative analysis of Australia and Canada

Mitchell, Jane, Clarke, Anthony and Nuttall, Joce. (2006). Co-operating teachers' perspectives under scrutiny: A comparative analysis of Australia and Canada. Asia-Pacific Journal of Teacher Education. 35(1), pp. 5 - 25. https://doi.org/10.1080/13598660601111109