Studies in Philosophy and Education

, Volume 31, Issue 6, pp 603–612

Beyond Collaboration: Embodied Teacher Learning and the Discourse of Collaboration in Education Reform


DOI: 10.1007/s11217-012-9323-6

Cite this article as:
Riveros, A. Stud Philos Educ (2012) 31: 603. doi:10.1007/s11217-012-9323-6


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.


EmbodimentMerleau-PontyProfessional learning communitiesSchool reformTeaching practices

Copyright information

© Springer Science+Business Media B.V. 2012

Authors and Affiliations

  1. 1.Department of Educational Policy Studies, Faculty of EducationUniversity of AlbertaEdmontonCanada