Traces of embodied teaching and learning: a review of empirical studies in higher education

Hegna, Hilde Margrethe; Ørbæk, Trine

doi:10.1080/13562517.2021.1989582

Cited by 24 publications

(9 citation statements)

References 76 publications

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“…Autoethnographic studies, also called self-studies, have a long tradition in educational research that focuses on developing teachers' and teacher educators' self-understanding of the nature of teaching in order to enhance their teaching practices (Jokstad et al, 2013;Macintyre Latta & Buck, 2007;Postholm & Madsen, 2012;Ulvik et al, 2016). There is a scarcity of studies that explore how educational researchers research their own teaching practice with a focus on bodily learning (Hegna & Ørbaek, 2021). In this study, I have chosen to apply a sensory autoethnographic…”

Section: Methodology Data Materials and Analytical Approachmentioning

confidence: 99%

“…Embodiment and bodily learning in educational research are an emerging field of international research (Hegna & Ørbaek, 2021) that explores learning and teaching as a phenomenon with a mutual dependency between the body, emotions, movements, and reflections (Aagård & Lund, 2019;Antilla, Aartun, et al, 2022;Fugate, et al, 2019;Ørbaek, 2021;Ørbaek & Engelsrud, 2020;Østern et al, 2021;Sanagavarapu, 2018;Sani et al, 2021). Whereas research on embodiment and bodily learning includes a wide range of methodologies (Hegna & Ørbaek, 2021), research on researching embodiment and bodily learning is a nascent field of research. In research, embodiment and bodily learning are about developing knowledge of the importance of the body for perception, method development, analytical processes, and in the presentation of findings (Hunter & Emerald, 2016;Lustick, 2021;Stinson, 2006).…”

Section: Introductionmentioning

confidence: 99%

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Analysing students’ experience of bodily learning – an autoethnographic study of the challenges and opportunities in researching bodily learning in own teaching practice1

Ørbæk

2022

JASED

Self Cite

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This article explores the challenges and opportunities in trying to capture students’ experience of bodily learning based on own teaching practice in teacher education. Applying a sensory autoethnographic approach, I study my bodily and emotional experience during the analytical process investigating my students’ experience of bodily learning as part of their education in becoming teachers of physical education. I ask the following research questions: What was my bodily and emotional perception of analysing the students’ experience of bodily learning? How can these bodily and emotional experiences illuminate the challenges and opportunities in researching students’ experience of bodily learning in own teaching practice? In analysing the reflection notes through the concepts of embodied affectivity, embodied interaffectivity and body memory, this study shows that analysing students’ experience of bodily learning from own teaching practice illuminates various dilemmas. First, my body memories of being in the same situation the students referred to, reactivated my memories of being the teacher educator in the same situation. Second, conducting a thematic analysis excluded dimensions of the students’ experience of bodily learning. Third, a shared emotional approach enabled me to capture the students’ experience of bodily learning in my own teaching practice.

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Section: Methodology Data Materials and Analytical Approachmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Analysing students’ experience of bodily learning – an autoethnographic study of the challenges and opportunities in researching bodily learning in own teaching practice1

Ørbæk

2022

JASED

Self Cite

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“…De etterspør spesielt forskning fra ulike undervisningspraksiser der teorier om kroppen brukes og vises didaktisk (Østern & Engelsrud, 2019). I en reviewartikkel (Hegna & Ørbaek, 2021) kommer det fram at flere forskere arbeider med spørsmål om hvilken betydning kunnskap om kroppen har og bør ha i klasserommet, og bruker teoretiske rammeverk fra (kropps)fenomenologiske perspektiver, Bourdieus habitusbegrep og Deweys erfaringsbegrep. Reviewartikkelen (Hegna & Ørbaek, 2021) viser at tematikken i denne forskningen er rettet mot kroppens betydning i møte mellom laererutdanner og student, mellom laerer og elev og i møte mellom laererstudenter og elever i praksisperioder (Andrews, 2016;Berg, 2018;Craig, You et al, 2018;Forgasz & McDonough, 2017;Hellesnes, 2019;Mitchell & Reid, 2017).…”

Section: Laererutdanningunclassified

Det merkes i kroppen at det «det koker i hodet». Lærerstudenters refleksjoner fra møter med elever i egen praksisundervisning

Ørbæk

Engelsrud

2022

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Hva kropp og følelser har med kunnskap å gjøre, har fått økende oppmerksomhet både i nasjonal og internasjonal forskning. Diskusjonene om kroppslig kunnskap har pågått innen utdanningsforskningen siden 1996, men fremdeles mangler det forskning om hvilken betydning kroppslig kunnskap har i lærerutdanningen. I denne artikkelen brukes refleksjonsnotater fra 16 grunnskolelærerstudenter som forskningsmateriale for å undersøke problemstillingen: Hvilken betydning har kunnskap om det kroppslige samspillet mellom lærerstudent og elever for lærerstudentenes profesjonsutvikling? Forskningsspørsmålene som stilles, er: Hvilke kroppslige erfaringer i møte med elever i egen praksisundervisning skriver grunnskolelærerstudenter om i refleksjonsnotatene sine? Hvilken betydning tillegger studentene de kroppslige erfaringene sine i valgene de tar i undervisningsøyeblikket? Analysen får fram hvordan studentenes bevegelser, kropper, berøringer og blikk i møte med elevene får betydning for hva studentene tenker, føler og gjør i undervisningsøyeblikket. Den får også fram at studentenes kroppslige resonanser skapes og uttrykkes i dette interaffektive samspillet med elevene. I diskusjonen tar forfatterne opp hvordan studentenes kroppslige erfaringer kan få en tydeligere plass i undervisningen i lærerutdanning. Studien viser at det trengs mer forskning for å utvikle kunnskap om kroppslige erfaringersbetydning for profesjonsutøvelse og profesjonsutvikling som lærer (og lærerstudent). ENGLISH ABSTRACT I feel it in my body when my “head is spinning”. Student teachers’ reflections from their own practicum in meeting with the pupilsBodily knowledge has received increasing attention in both national and international research and discussions in education research have been ongoing since 1996. However, teacher education still lacks focus on bodily knowledge as part of student teachers’ professional development. This article uses reflection notes from 16 student teachers to investigate the following: What is the significance of knowledge about the bodily interaction between student teachers and pupils for the student teachers’ professional development? The research questions are as follows: What bodily experiences from their encounters with pupils during practicum do primary and lower secondary school student teachers write about in their reflection notes? How much significance do student teachers attach to their bodily experiences in the choices they make at the point of teaching? The analysis demonstrates how the students’ movements, bodies, touches and gazes in the encounter with pupils impact what they think, feel and do at the point of teaching. The analysis also brings forth how the student teachers’ bodily resonances are created and expressed in the interaffective interaction with pupils. Finally, the authors discuss how the student teachers’ bodily experiences can be integrated as a topic in teacher education. The study demonstrates that more research is needed in order to develop knowledge about the importance of bodily experiences in teaching and learning.

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“…Such statements remain remarkable, as the body, in the sense of Cartesian dualism, is still often characterized by a marginalized status, due to a "strong somatophobic tendency" [6] (p. 58) in Western educational landscapes. Despite growth in interest on the topic over the last few decades [7], embodied research still remains limited and persists as a peripheral topic with a "lack of recognition of corporeality throughout the whole educational process" [8] (p. 231).…”

Section: Introductionmentioning

confidence: 99%

“…The second factor is the methodological underdevelopment of the topic. Previous publications have either not dealt with it [11] or appear "fragmented and loosely structured" [7] (p. 435), which has caused criticism [12], and indicates the need for more attention.…”

Section: Introductionmentioning

confidence: 99%

Investigating Embodied Presence across Various Formats in Higher Education: A Phenomenological Heuristic Approach from a Bildung-Theoretical Perspective

Knapp,

Giese

2024

Trends in Higher Education

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In the wake of the COVID-19 pandemic and subsequent restrictions on face-to-face interaction, digital communication methods have undergone unprecedented breakthroughs, especially in the realm of higher education. The glaring differences between face-to-face seminars and the physical distance of participants in online seminars raise questions about the meaning of embodied presence of subjects in various formats. The understanding of body and lived body is often based on a dichotomous interpretation, in which the body-as-object is instrumentally subordinated to the mind. To revalorize the body, recent theories of education and Bildung-theoretical approaches, in particular, emphasize not only discursive, but also embodied, practices and increasingly focus on the potential of the body-as-subject as a medium for the subjective configuration of interactive situations. As the embodied perspective poses different challenges for qualitative research, it seems appropriate to validate the methodological approach. Utilizing a three-step method, we provide a phenomenological heuristic strategy through which our instrument underwent critical and intersubjective reflection. Ideally, subsequent research endeavors can expand upon and refine this methodology to further explore the concepts of embodiment and embodied presence in higher education.

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Traces of embodied teaching and learning: a review of empirical studies in higher education

Cited by 24 publications

References 76 publications

Analysing students’ experience of bodily learning – an autoethnographic study of the challenges and opportunities in researching bodily learning in own teaching practice1

Analysing students’ experience of bodily learning – an autoethnographic study of the challenges and opportunities in researching bodily learning in own teaching practice1

Det merkes i kroppen at det «det koker i hodet». Lærerstudenters refleksjoner fra møter med elever i egen praksisundervisning

Investigating Embodied Presence across Various Formats in Higher Education: A Phenomenological Heuristic Approach from a Bildung-Theoretical Perspective

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