The Embodied and Sometimes Emotional Aspects of Educating Teachers and the Self-Study of Educating Teachers

• In Event: Sheraton Roundtable Session 19
  In Roundtable Session: Rethinking Teacher Education Practices Through Self-Study

Abstract

We review literature from self-studies of teacher education that report on the embodied and often emotional nature of teacher education and learning to teach. We found that while most self-studies, especially those reported in Studying Teacher Education, focused on the cognitive and analytical nature of working with prospective teachers and/or engaging in self-study, some take a more holistic approach and engage in discussions of the emotional and embodied aspects of learning about self and the impact of one’s practice. We discuss the theories that inform these studies, the perceived impact of these studies, and the implications of acknowledging and not acknowledging emotion and the body on our understanding of the teacher education process.

Authors

• Renee T. Clift, The University of Arizona

• Rachel Forgasz, Monash University

• Bryan Clift, University of Bath