Beyond Collaboration: Embodied Teacher Learning and the Discourse of Collaboration in Education Reform
- Augusto Riveros
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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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- Beyond Collaboration: Embodied Teacher Learning and the Discourse of Collaboration in Education Reform
Studies in Philosophy and Education
Volume 31, Issue 6 , pp 603-612
- Cover Date
- Print ISSN
- Online ISSN
- Springer Netherlands
- Additional Links
- Professional learning communities
- School reform
- Teaching practices
- Augusto Riveros (1)
- Author Affiliations
- 1. Department of Educational Policy Studies, Faculty of Education, University of Alberta, 5-181C Education North, Edmonton, T6G-2G5, Canada