dc.contributor.author | lisahunter | |
dc.date.accessioned | 2010-09-29T00:52:15Z | |
dc.date.available | 2010-09-29T00:52:15Z | |
dc.date.issued | 2010 | |
dc.identifier.citation | Hunter, L. (2010). Re-embodying (preservice middle years) teachers? An attempt to reposition the body and its presence in teaching and learning. Teaching and Teacher Education, available online 15 September 2010. | en_NZ |
dc.identifier.uri | https://hdl.handle.net/10289/4614 | |
dc.description.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. | en_NZ |
dc.language.iso | en | |
dc.publisher | Elsevier | en_NZ |
dc.subject | body | en_NZ |
dc.subject | embodiment | en_NZ |
dc.subject | embodied subjectivities | en_NZ |
dc.subject | teacher education | en_NZ |
dc.subject | middle years | en_NZ |
dc.subject | middle schooling | en_NZ |
dc.subject | teacher | en_NZ |
dc.title | Re-embodying (preservice middle years) teachers? An attempt to reposition the body and its presence in teaching and learning | en_NZ |
dc.type | Journal Article | en_NZ |
dc.identifier.doi | 10.1016/j.tate.2010.07.016 | en_NZ |
dc.relation.isPartOf | Teaching and Teacher Education | en_NZ |
pubs.begin-page | 187 | en_NZ |
pubs.elements-id | 35357 | |
pubs.end-page | 200 | en_NZ |
pubs.issue | 1 | en_NZ |
pubs.volume | 27 | en_NZ |