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

Autor/in	Riveros, Augusto
Titel	Beyond Collaboration: Embodied Teacher Learning and the Discourse of Collaboration in Education Reform
Quelle	In: Studies in Philosophy and Education, 31 (2012) 6, S.603-612 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-3746
DOI	10.1007/s11217-012-9323-6
Schlagwörter	Foreign Countries; Educational Change; Cooperation; Models; Comparative Education; International Education; Knowledge Base for Teaching; Teacher Collaboration; Communities of Practice; Learning Processes; Epistemology; Educational Philosophy; Educational Policy; Discourse Analysis; Australia; Canada; United Kingdom; United States + Suchen Sie Ihr Suchwort? Ausland; Bildungsreform; Co-operation; Kooperation; Analogiemodell; Vergleichende Erziehungswissenschaft; Internationale Erziehung; Teaching theory; Theory of teaching; Unterrichtstheorie; Lehrerkooperation; Community; Learning process; Lernprozess; Erkenntnistheorie; Bildungsphilosophie; Erziehungsphilosophie; Politics of education; Bildungspolitik; Diskursanalyse; Australien; Kanada; Großbritannien; USA
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10