Self and community: The impact of ISATT on the professional learning: Teaching and research of members in the Asia-Pacific Region
- Authors: Berry, Amanda , McGraw, Amanda , Ying, Issa Danjun
- Date: 2013
- Type: Text , Book chapter
- Relation: From teacher thinking to teachers and teaching: The evolution of a research community p. 669-701
- Full Text: false
- Reviewed:
Axioms, assumptions and tensions : Unveiling knowledge developed through self-study
- Authors: Brandenburg, Robyn , Berry, Amanda , Senese, Joseph
- Date: 2008
- Type: Text , Conference paper
- Relation: Paper presented at 7th International Conference on Self-Study of Teacher Education Practice: Pathways to Change in Teacher Education: Dialogue, Diversity and Self-Study, Herstmonceux Castle, East Sussex, UK : 3rd-7th August 2008 p. 27-30
- Full Text:
- Description: 2003006413
Pathways to Change in Teacher Education: Dialogue, Diversity and Self-Study
- Authors: Brandenburg, Robyn , Berry, Amanda , Senese, Joseph C
- Date: 2008
- Type: Text , Conference paper
- Relation: Paper presented at The Seventh International Conference on Self-Study of Teacher Education Practices p. 27-30
- Full Text: false
- Reviewed:
Embodied approaches to S-STEP research into teacher educator emotion
- Authors: Forgasz, Rachel , McDonough, Sharon , Berry, Amanda
- Date: 2014
- Type: Text , Conference paper
- Relation: International Conference on Self-Study
- Full Text: false
- Reviewed:
All brain and still no body: Moving towards a pedagogy of embodiment in teacher education
- Authors: McDonough, Sharon , Forgasz, Rachel , Berry, Amanda , Taylor, Monica
- Date: 2016
- Type: Text , Book chapter
- Relation: Enacting self-study as methodology for professional inquiry p. 433-440
- Full Text:
- Reviewed:
- Description: We are four teacher educators who are interested in the role of emotions and embodiment in teacher education. The impetus for this study emerged after an embodied reflection workshop run by Rachel, Mandi, and Sharon at the 2014 SSTEP Castle Conference in which Monica participated. The workshop explored the ways in which teaching and learning to teach are emotional, cognitive, and embodied acts. After this experience we committed to a collaborative self-study, which we conducted between February and October, 2015, to track our attempts to use embodied pedagogies in our teacher education practices. In this study, we examine our efforts to enact embodied pedagogies in our practice and identify the challenges and benefits of doing so.