6,104
Views
9
CrossRef citations to date
0
Altmetric
Articles

Traces of embodied teaching and learning: a review of empirical studies in higher education

ORCID Icon & ORCID Icon
Pages 420-441 | Received 02 Jul 2021, Accepted 19 Sep 2021, Published online: 22 Oct 2021

References

  • Acton, Renae, and Kelsey Halbert. 2018. “Enacting Learning Citizenship: A Sociomaterial Analysis of Reflectivity and Knowledge Negotiation in Higher Education.” Reflective Practice 19 (5): 707–720. doi:10.1080/14623943.2018.1538960.
  • Anderson, Vince, Marcia McKenzie, Scott Allan, Teresa Hill, Sheelah McLean, Jean Kayira, Michelle Knorr, Joshua Stone, Jeremy Murphy, and Kim Butcher. 2015. “Participatory Action Research as Pedagogy: Investigating Social and Ecological Justice Learning Within a Teacher Education Program.” Teaching Education 26 (2): 179–195. doi:10.1080/10476210.2014.996740.
  • Anderson, Vivienne, Rafaela Rabello, Rob Wass, Clinton Golding, Ana Rangi, Esmay Eteuati, Zoe Bristowe, and Arianna Waller. 2020. “Good Teaching as Care in Higher Education.” Higher Education: The International Journal of Higher Education Research 79 (1): 1–19.
  • Andrew, Martin, and Oksana Razoumova. 2017. “Being and Becoming TESOL Educators: Embodied Learning via Practicum.” Australian Journal of Language and Literacy 40 (3): 174–185.
  • Andrews, Kimber. 2016. “The Choreography of the Classroom: Performance and Embodiment in Teaching.” PhD diss., University of Illinois. http://hdl.handle.net/2142/90528.
  • Barmaki, Roghayeh, and Charles E. Hughes. 2018. “Embodiment Analytics of Practicing Teachers in a Virtual Immersive Environment.” Journal of Computer Assisted Learning 34 (4): 387–396. doi:10.1111/jcal.12268.
  • Beals, Fiona Mary, Catherine Braddock, Alison Dye, Julie McDonald, Andrea Milligan, and Ed Strafford. 2013. “The Embodied Experiences of Emerging Teachers: Exploring the Potential of Collective Biographical Memory Work.” Cultural Studies/Critical Methodologies 13 (5): 419–426. doi:10.1177/1532708613496393.
  • Beard, Colin. 2018. “Learning Experience Designs (LEDs) in an Age of Complexity: Time to Replace the Lightbulb?” Reflective Practice 19 (6): 736–748. doi:10.1080/14623943.2018.1538962.
  • Bolldén, Karin. 2016. “Teachers’ Embodied Presence in Online Teaching Practices.” Studies in Continuing Education 38 (1): 1–15. doi:10.1080/0158037X.2014.988701.
  • Bourdieu, Pierre, and Loïc Wacquant. 1992. An Invitation to a Reflexive Sociology. Chicago: Chicago University Press.
  • Branscombe, Margaret, and Jenifer Jasinski Schneider. 2018. “Accessing Teacher Candidates’ Pedagogical Intentions and Imagined Teaching Futures Through Drama and Arts-Based Structures.” Action in Teacher Education 40 (1): 19–37. doi:10.1080/01626620.2018.1424657.
  • Braun, Annette 2011. “Walking Yourself Around as a Teacher: Gender and Embodiment in Student Teachers’ Working Lives.” British Journal of Sociology of Education 32 (2): 275–291. doi:10.1080/01425692.2011.547311.
  • Bresler, Liora. 2004. “Prelude” In Knowing Bodies, Moving Minds: Towards Embodied Teaching and Learning, edited by Liora Bresler, 7–11. Dordrecht: Kluwer Academic Publishers.
  • Brown, David, and John Evans. 2004. “Reproducing Gender? Intergenerational Links and the Male PE Teacher as a Cultural Conduit in Teaching Physical Education.” Journal of Teaching in Physical Education 23 (1): 48–70.
  • Burke, Katie. 2020. “Virtual Praxis: Constraints, Approaches, and Innovations of Online Creative Arts Teacher Educators.” Teaching and Teacher Education 95: 1–10.
  • Burke, Geraldine, and Amy Cutter-Mackenzie. 2010. “What’s There, What If, What Then, and What Can We Do? An Immersive and Embodied Experience of Environment and Place Through Children’s Literature.” Environmental Education Research 16 (3/4): 311–330. doi:10.1080/13504621003715361.
  • Canales-Lacruz, Inma, and Eva Arizcuren-Balsco. 2019. “Feelings and Opinions of Primary School Teacher Trainees Towards Corporeal Expressivity, Spontaneity and Disinhibition.” Research in Dance Education 20 (2): 241–256. doi:10.1080/14647893.2019.1572732.
  • Case, Alissa, and Ezekiel Joubert. 2020. “Teaching in Disruptive Bodies: Finding Joy, Resistance and Embodied Knowing Through Collaborative Critical Praxis.” International Journal of Qualitative Studies in Education 33 (2): 192–201. doi:10.1080/09518398.2019.1681539.
  • Chan, Kam Chi. 2002. “The Visible and Invisible in Cross-Cultural Movement Experiences: Bringing in Our Bodies to Multicultural Teacher Education.” Intercultural Education 13 (3): 245–257. doi:10.1080/1467598022000008332.
  • Close, Hunter G., and Rachel E. Scherr. 2015. “Enacting Conceptual Metaphor Through Blending: Learning Activities Embodying the Substance Metaphor for Energy.” International Journal of Science Education 37 (5/6): 839–866. doi:10.1080/09500693.2015.1025307.
  • Cooper, Amanda B., and Elizabeth J. Tisdell. 2020. “Embodied Aspects of Learning to Be a Surgeon.” Medical Teacher 42 (5): 515–522. doi:10.1080/0142159X.2019.1708289.
  • Craig, Cheryl J. 2018. “Metaphors of Knowing, Doing and Being: Capturing Experience in Teaching and Teacher Education.” Teaching and Teacher Education 69: 300–311. doi:10.1016/j.tate.2017.09.011.
  • Craig, Cheryl J., JeongAe You, Yali Zou, Gayle Curtis, Rakesh Verma, Donna Stokes, and Paige Evans. 2018. “The Embodied Nature of Narrative Knowledge: A Cross-Study Analysis of Embodied Knowledge in Teaching, Learning, and Life.” Teaching and Teacher Education 71: 329–340. doi:10.1016/j.tate.2018.01.014.
  • Cunningham, Catriona. 2017. “Teaching and Learning French: A Tale of Desire in the Humanities.” Arts and Humanities in Higher Education 16 (2): 127–140. doi:10.1177/1474022215599165.
  • De Jaegher, Hanne. 2018. “The Intersubjective Turn.” In The Oxford Handbook of 4E Cognition: Embodied, Embedded, Enactive and Extended, edited by Albert Newen, Leon De Bruin and Shaun Leon Gallagher, 453–467. Oxford: Oxford University Press.
  • Dixon, Mary, and Kim Senior. 2011. Appearing Pedagogy: From Embodied Learning and Teaching to Embodied Pedagogy, Pedagogy, Culture and Society 19 (3): 473–484.
  • D’Mello, Sidney, Andrew Olney, Claire Williams, and Patrick Hays. 2012. “Gaze Tutor: A Gaze-Reactive Intelligent Tutoring System.” International Journal of Human-Computer Studies 70 (5): 377–398. doi:10.1016/j.ijhcs.2012.01.004.
  • Duran, Derya, and Christine M. Jacknick. 2020. “Teacher Response Pursuits in Whole Class Post-Task Discussions.” Linguistics and Education 56: 1–15.
  • Duran, Derya, and Olcay Sert. 2019. “Preference Organization in English as a Medium of Instruction Classrooms in a Turkish Higher Education Setting.” Linguistics and Education 49: 72–85. doi:10.1016/j.linged.2018.12.006.
  • Estola, Eila, and Freema Elbaz-Luwisch. 2003. “Teaching Bodies at Work.” Journal of Curriculum Studies 35 (6): 697–719. doi:10.1080/0022027032000129523.
  • Fellner, Gene, and Helen Kwah. 2018. “Transforming the Embodied Dispositions of Pre-Service Special Education Teachers.” International Journal of Qualitative Studies in Education 31 (6): 520–534. doi:10.1080/09518398.2017.1422291.
  • Flintoff, Anne. 2014. “Tales from the Playing Field: Black and Minority Ethnic Students’ Experiences of Physical Education Teacher Education.” Race, Ethnicity and Education 17 (3): 346–366. doi:10.1080/13613324.2013.832922.
  • Forgasz, Rachel, and Sharon McDonough. 2017. “Struck by the Way Our Bodies Conveyed so Much: A Collaborative Self-Study of Our Developing Understanding of Embodied Pedagogies.” Studying Teacher Education 13 (1): 52–67. doi:10.1080/17425964.2017.1286576.
  • Fuchs, Thomas. 2016. “Intercorporeality and Interaffectivity.” Phenomenology and Mind 11: 194–209.
  • Gannon, Susanne, and Cristyn Davies. 2007. “For Love of the Word: English Teaching, Affect and Writing.” Changing English: Studies in Culture and Education 14 (1): 87–98. doi:10.1080/13586840701235123.
  • Griffin, Shelley M. 2015. “Shifting from Fear to Self-Confidence: Body Mapping as a Transformative Tool in Music Teacher Education.” Alberta Journal of Educational Research 61 (3): 261–279.
  • Guerrettaz, Anne Marie, Tara Zahler, Vera Sotirovska, and Ashley Summer Boyd. 2020. “We Acted Like ELLs: A Pedagogy of Embodiment in Preservice Teacher Education.” Language Teaching Research. doi:10.1177/1362168820909980.
  • Hadjipanteli, Angela. 2020. “Drama Pedagogy as Aretaic Pedagogy: The Synergy of a Teacher’s Embodiment of Artistry.” Research in Drama Education 25 (2): 201–217. doi:10.1080/13569783.2020.1730168.
  • Hawkman, Andrea M. 2020. “Swimming in and Through Whiteness: Antiracism in Social Studies Teacher Education.” Theory and Research in Social Education 48 (3): 403–430. doi:10.1080/00933104.2020.1724578.
  • Hinchion, Carmel. 2016. “Embodied and Aesthetic Education Approaches in the English Classroom.” English in Education 50 (2): 182–198. doi:10.1111/eie.12104.
  • Hsieh, Hsiu-Fang, and Sarah E. Shannon. 2005. “Three Approaches to Qualitative Content Analysis.” Qualitative Health Research 15 (9): 1277–1288. doi:10.1177/1049732305276687.
  • Hunter, Lisa. 2011. “Re-Embodying (Preservice Middle Years) Teachers? An Attempt to Reposition the Body and Its Presence in Teaching and Learning.” Teaching and Teacher Education 27 (1): 187–200. doi:10.1016/j.tate.2010.07.016.
  • Hunter, Philippa. 2019. “Problematised History Pedagogy as Action Research in Preservice Secondary Teacher Education.” Educational Action Research 27(5): 742–757. doi:10.1080/09650792.2018.1485590.
  • Knutsson, Susanne, Aleksandra Jarling, and Ann-Britt Thorén. 2015. “It Has Given Me Tools to Meet Patients’ Needs: Students’ Experiences of Learning Caring Science in Reflection Seminars.” Reflective Practice 16 (4): 459–471. doi:10.1080/14623943.2015.1053445.
  • Kvammen, Anne Cecilie Røsjø, Johanne Karen Hagen, and Stephen Parker. 2020. “Exploring New Methodological Options: Collaborative Teaching Involving Song, Dance and the Alexander Technique.” International Journal of Education and the Arts 21 (7). http://www.ijea.org/v21n7.
  • Lambert, Karen. 2020. “Re-Conceptualizing Embodied Pedagogies in Physical Education by Creating Pre-Text Vignettes to Trigger Pleasure ‘in’ Movement.” Physical Education and Sport Pedagogy 25 (2): 154–173. doi:10.1080/17408989.2019.1700496.
  • Macintyre Latta, Margaret, and Gayle Buck. 2007. “Professional Development Risks and Opportunities Embodied Within Self-Study.” Studying Teacher Education 3 (2): 189–205. doi:10.1080/17425960701656585.
  • Macintyre Latta, Margaret, and Jeong-Hee Kim. 2011. “Investing in the Curricular Lives of Educators: Narrative Inquiry as Pedagogical Medium.” Journal of Curriculum Studies 43 (5): 679–695. doi:10.1080/00220272.2011.609566.
  • Mackinlay, Elizabeth, and Katelyn Barney. 2014. “PEARLs, Problems and Politics: Exploring Findings from Two Teaching and Learning Projects in Indigenous Australian Studies at the University of Queensland.” Australian Journal of Indigenous Education 43 (1): 31–41. doi:10.1017/jie.2014.5.
  • Maher, Anthony J., Dean Williams, and Andrew C. Sparkes. 2020. “Teaching Non-Normative Bodies: Simulating Visual Impairments as Embodied Pedagogy in Action.” Sport, Education and Society 25 (5): 530–542. doi:10.1080/13573322.2019.1617127.
  • Maivorsdotter, Ninitha, and Suzanne Lundvall. 2009. “Aesthetic Experience as an Aspect of Embodied Learning: Stories from Physical Education Student Teachers.” Sport, Education and Society 14 (3): 265–279. doi:10.1080/13573320903037622.
  • McMahon, Jennifer A., and Helen E. Huntly. 2013. “The Lived and Living Bodies of Two Health and Physical Education Tertiary Educators: How Embodied Consciousness Highlighted the Importance of Their Bodies in Their Teaching Practice in HPE.” Australian Journal of Teacher Education 38 (4): 31–49. http://ro.ecu.edu.au/ajte/vol38/iss4/3.
  • McMahon, Jennifer A., and Dawn Penney. 2013. “Using Narrative as a Tool to Locate and Challenge Pre Service Teacher Bodies in Health and Physical Education.” Australian Journal of Teacher Education 38 (1): 115–133. http://ro.ecu.edu.au/ajte/vol38/iss1/8.
  • Mitchell, Donna Mathewson, and Jo-Anne Reid. 2017. “(Re)Turning to Practice in Teacher Education: Embodied Knowledge in Learning to Teach.” Teachers and Teaching 23 (1): 42–58. doi:10.1080/13540602.2016.1203775.
  • Morawski, Cynthia M. 2010. “Transacting in the Arts of Adolescent Novel Study: Teacher Candidates Embody ‘Charlotte Doyle’.” International Journal of Education and the Arts 11 (3): 1–23. http://www.ijea.org/v11n3.
  • Nguyen, David, and Jay Larson. 2015. “Don’t Forget About the Body: Exploring the Curricular Possibilities of Embodied Pedagogy.” Innovative Higher Education 40 (4): 331–344. doi:10.1007/s10755-015-9319-6.
  • Nuttall, Denise. 2018. “Learning to Embody the Radically Empirical: Performance, Ethnography, Sensorial Knowledge and the Art of Tabla Playing.” Anthropologica 60 (2): 427–438. doi:10.3138/anth.2017-0009.
  • Ohito, Esther O. 2019a. “Mapping Women’s Knowledges of Antiracist Teaching in the United States: A Feminist Phenomenological Study of Three Antiracist Women Teacher Educators.” Teaching and Teacher Education 86: 1–11.
  • Ohito, Esther O. 2019b. “Thinking Through the Flesh: A Critical Autoethnography of Racial Body Politics in Urban Teacher Education.” Race, Ethnicity and Education 22 (2): 250–268. doi:10.1080/13613324.2017.1294568.
  • Ørbæk, Trine. 2021. “Å utvikle lærerstudenters profesjonskunnskap gjennom kroppslig læring.” [To Develop Student Teachers’ Professional Knowledge through Embodied Learning.] In Kroppslig Læring: Perspektiver og praksiser [Embodied Learning: Perspectives and Practices], edited by Tone Pernille Østern, Øyvind Bjerke, Gunn Engelsrud and Anne Grut Sørum, 224–236. Oslo: Universitetsforlaget.
  • Overboe, James. 2001. “Creating a Space for Embodied Wisdom Through Teaching.” Encounter 14 (3): 34–41.
  • Pautasso, Marco. 2013. “Ten Simple Rules for Writing a Literature Review.” PLoS Computational Biology 9 (7): 1–4.
  • Phillips, Donna Kalmbach, and Mindy Legard Larson. 2009. “Embodied Discourses of Literacy in the Lives of Two Preservice Teachers.” Teacher Development 13 (2): 135–146. doi:10.1080/13664530903043962.
  • Powell, Kimberly, and Lisa LaJevic. 2011. “Emergent Places in Preservice Art Teaching: Lived Curriculum, Relationality, and Embodied Knowledge.” Studies in Art Education 53 (1): 35–52. doi:10.1080/00393541.2011.11518851.
  • Power, Kerith, and Monica Green. 2014. “Reframing Primary Curriculum Through Concepts of Place.” Asia-Pacific Journal of Teacher Education 42 (2): 105–118. doi:10.1080/1359866X.2014.896869.
  • Presnilla-Espada, Janet. 2014. “An Exploratory Study on Simulated Teaching as Experienced by Education Students.” Universal Journal of Educational Research 2 (1): 51–63. doi:10.13189/ujer.2014.020106.
  • Puvirajah, Anton, and Brendan Calandra. 2015. “Embodied Experiences in Virtual Worlds Role-Play as a Conduit for Novice Teacher Identity Exploration: A Case Study.” Identity 15 (1): 23–47. doi:10.1080/15283488.2014.989441.
  • Raphael, Jo, Edwin Creely, and Julianne Moss. 2019. “Developing a Drama-Based Inclusive Education Workshop About Disability for Pre-Service Teachers: A Narrative Inquiry After Scheler and Levinas.” Educational Review: doi:10.1080/00131911.2019.1695105.
  • Ricker, Aaron, Jill Peterfeso, Katherine C. Zubko, William Yoo, and Kate Blanchard. 2018. “The Mock Conference as a Teaching Tool: Role-Play and ‘Conplay’ in the Classroom.” Teaching Theology and Religion 21 (1): 60–72. doi:10.1111/teth.12423.
  • Robinson, Philip A. 2018. “Learning Spaces in the Countryside: University Students and the Harper Assemblage.” Area 50 (2): 274–282. doi:10.1111/area.12379.
  • Roche, Lionel, and Nathalie Gal-Petitfaux. 2015. “A Video-Enhanced Teacher Learning Environment Based on Multimodal Resources: A Case Study in PETE.” Journal of E-Learning and Knowledge Society 11 (2): 91–110.
  • Rodemeyer, Lanei M. 2018a. “Layers of Embodiment: A Husserlian Analysis.” Paper presented at the conference Time, Body, and the Other, Heidelberg, September 13-15, 2018. https://www.youtube.com/watch?v=3lgNkIIHtcQ
  • Rodemeyer, Lanei M. 2018b. Lou Sullivan Diaries (1970-1980) and Theories of Sexual Embodiment: Making Sense of Sensing. New York: Springer.
  • Rodemeyer, Lanei M. 2020a. “Deep Bodily Learning: Suggestions for Pedagogical Approaches.” Paper presented at the conference Rethinking Physical Education for the Future: Dimensions of Bodily Teaching and Learning. Norwegian School of Sport Sciences, Oslo, September 22, 2020. https://www.youtube.com/watch?v=atdb7MXyT5k&t=14711s
  • Rodemeyer, Lanei M. 2020b. “Philosophical Perspectives on the Body: Possible Theoretical Foundations for Physical Education.” Paper presented at the conference Rethinking Physical Education for the Future: Dimensions of Bodily Teaching and Learning. Norwegian School of Sport Sciences, Oslo, September 22, 2020. https://www.youtube.com/watch?v=atdb7MXyT5k&t=14711s
  • Rutherford, Vanessa, Paul F. Conway, and Rosaleen Murphy. 2015. “Looking Like a Teacher: Fashioning an Embodied Identity Through ‘Dressage’.” Teaching Education 26 (3): 325–339. doi:10.1080/10476210.2014.997699.
  • Sanagavarapu, Prathyusha. 2018. “From Pedagogue to Technogogue: A Journey Into Flipped Classrooms in Higher Education.” International Journal on E-Learning 17 (3): 377–399.
  • Sheets-Johnstone, Maxine. 2009. The Corporeal Turn: An Interdisciplinary Reader. Charlottesville: Imprint Academic.
  • Smyrnis, Eleni, and Paul Ginns. 2016. “Does a Drama-Inspired “Mirroring” Exercise Enhance Mathematical Learning?” Educational and Developmental Psychologist 33 (2): 178–186. doi:10.1017/edp.2016.17.
  • Söderström, Tor, Carina Lindgren, and Gregory Neely. 2019. “On the Relationship between Computer Simulation Training and the Development of Practical Knowing in Police Education.” International Journal of Information and Learning Technology 36 (3): 231–242. doi:10.1108/IJILT-11-2018-0130.
  • Sööt, Anu, and Eeva Anttila. 2018. “Dimensions of Embodiment in Novice Dance Teachers’ Reflections.” Research in Dance Education 19 (3): 216–228. doi:10.1080/14647893.2018.1485639.
  • Sparkes, Andrew C., Daniel Martos-Garcia, and Anthony J. Maher. 2019. “Me, Osteogenesis Imperfecta, and My Classmates in Physical Education Lessons: A Case Study of Embodied Pedagogy in Action.” Sport, Education and Society 24 (4): 338–348. doi:10.1080/13573322.2017.1392939.
  • Stibbards, Adam, and Tom Puk. 2011. “The Efficacy of Ecological Macro-Models in Preservice Teacher Education: Transforming States of Mind.” Applied Environmental Education and Communication 10 (1): 20–30. doi:10.1080/1533015X.2011.549796.
  • Sutton, Anthea, Mark Clowes, Louise Preston, and Andrew Booth. 2019. “Meeting the Review Family: Exploring Review Types and Associated Information Retrieval Requirements.” Health Information and Libraries Journal 36: 202–222. doi:10.1111/hir.12276.
  • Tellier, Marion, and Keli D. Yerian. 2018. “Embodying the Teacher: Incorporating the Physical Self in Language Teacher Education.” Recherche et Pratiques Pédagogiques en Langues de Spécialité - Cahiers de L’Apliut 37 (2): 1–16.
  • Trout, Muffet, and Letitia Basford. 2016. “Preventing the Shut-Down: Embodied Critical Care in a Teacher Educator’s Practice.” Action in Teacher Education 38 (4): 358–370. doi:10.1080/01626620.2016.1226204.
  • Vainio, Katri-Liis. 2017. “Embodiment in Voice Training: Teacher and Student Perspectives from Voicepilates Course.” CFMAE: The Changing Face of Music and Art Education 9: 63–82.
  • Winther, Helle. 2018. “Dancing Days With Young People: An Art-Based Coproduced Research Film on Embodied Leadership, Creativity, and Innovative Education.” International Journal of Qualitative Methods 17 (1): 1–10.
  • Wrench, Alison, and Robyne Garrett. 2015. “PE: It's Just Me: Physically Active and Healthy Teacher Bodies.” International Journal of Qualitative Studies in Education 28 (1): 72–91. doi:10.1080/09518398.2013.855342.
  • Xiao, Bing, and Joseph Tobin. 2018. “The Use of Video as a Tool for Reflection with Preservice Teachers.” Journal of Early Childhood Teacher Education 39 (4): 328–345. doi:10.1080/10901027.2018.1516705.
  • Yoo, Joanne. 2017. “Illness as Teacher: Learning from Illness.” Australian Journal of Teacher Education 42 (1): 54–68. doi:10.14221/ajte.2017v42n1.4.