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 |
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
184
total views0
total downloads20
views this month0
downloads this month