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ERIC Number: EJ982554
Record Type: Journal
Publication Date: 2012-Nov
Pages: 10
Abstractor: As Provided
Reference Count: 35
ISBN: N/A
ISSN: ISSN-0039-3746
Beyond Collaboration: Embodied Teacher Learning and the Discourse of Collaboration in Education Reform
Riveros, Augusto
Studies in Philosophy and Education, v31 n6 p603-612 Nov 2012
In this paper I highlight the significance of Maurice Merleau-Ponty's contribution to the study of teacher learning. I particularly draw on his notion of "embodiment" to show that professional knowledge is embodied knowledge and that teachers make sense of their professional world through their embodied action. I contrast my interpretation with a professional learning model that has been influential in Canada, the US, the UK, Australia and other countries. I suggest that policy makers interested in education reform initiatives would benefit from interrogating the nature of professional practices in education.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia; Canada; United Kingdom; United States