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Bodies of knowledge: The concept of embodiment as an alternative to theory/practice debates in the preparation of teachers
Ord, Kate Nuttall, Joce
Ord, Kate
Nuttall, Joce
Author
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
Date
2016
Type
Journal article
Journal
Teaching and Teacher Education
Book
Volume
60
Issue
Page Range
355-362
Article Number
ACU Department
Institute for Learning Sciences and Teacher Education (ILSTE)
Faculty of Education and Arts
Faculty of Education and Arts
Relation URI
Source URL
Event URL
Open Access Status
License
File Access
Controlled