Bodies of knowledge: The concept of embodiment as an alternative to theory/practice debates in the preparation of teachers |
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| Institution: | 1. Te Rito Maioha – Early Childhood New Zealand, New Zealand;2. Learning Sciences Institute Australia, Australian Catholic University, Australia;1. Utrecht University of Applied Sciences, Faculty of Education, Department of Literacy, Padualaan 97, 3584 CH Utrecht, The Netherlands;2. Groningen University, Faculty of Behavioural and Social Sciences, Department of Teacher Education, Grote Kruisstraat 2/1, 9712 TS Groningen, The Netherlands;1. Stenden University of Applied Sciences, Leeuwarden, The Netherlands;2. Centrum voor Lectoraten & Onderzoek, The Hague University of Applied Sciences, The Hague, The Netherlands;3. Tilburg University, Human Resource Studies, Tilburg, The Netherlands;1. Cardiff University, UK;2. Northumbria University, UK;1. Eindhoven School of Education, Technische Universiteit Eindhoven, Postbus 513, 5600 MB, Eindhoven, The Netherlands;2. p/a Fontys University, De Lismortel 25, 5612AR, Eindhoven, The Netherlands;3. Freudenthal Institute, Utrecht University, PO Box 85170, 3508 AD, Utrecht, The Netherlands |
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| 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. |
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| Keywords: | Teacher education Theory-practice divide Beginning teachers Embodiment |
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