Re-embodying (preservice middle years) teachers? An attempt to reposition the body and its presence in teaching and learning

Abstract

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.