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dc.contributor.authorlisahunter
dc.date.accessioned2010-09-29T00:52:15Z
dc.date.available2010-09-29T00:52:15Z
dc.date.issued2010
dc.identifier.citationHunter, 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.urihttps://hdl.handle.net/10289/4614
dc.description.abstractThis 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.isoen
dc.publisherElsevieren_NZ
dc.subjectbodyen_NZ
dc.subjectembodimenten_NZ
dc.subjectembodied subjectivitiesen_NZ
dc.subjectteacher educationen_NZ
dc.subjectmiddle yearsen_NZ
dc.subjectmiddle schoolingen_NZ
dc.subjectteacheren_NZ
dc.titleRe-embodying (preservice middle years) teachers? An attempt to reposition the body and its presence in teaching and learningen_NZ
dc.typeJournal Articleen_NZ
dc.identifier.doi10.1016/j.tate.2010.07.016en_NZ
dc.relation.isPartOfTeaching and Teacher Educationen_NZ
pubs.begin-page187en_NZ
pubs.elements-id35357
pubs.end-page200en_NZ
pubs.issue1en_NZ
pubs.volume27en_NZ


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