A Rationale for Teacher Change from a Bodyfulness Paradigm: An Experience in Higher Education

Education Sciences

Rosa-María Rodríguez-Jiménez¹  Manuel Carmona² 

[1] Department of Science, Technology and Design, Universidad Europea de Madrid, Villaviciosa de Odón, 28670 Madrid, Spain;Institute for Regional Development (IDR), Universidad Castilla la Mancha, 02001 Albacete, Spain;

关键词: self-reflection;    higher education;    embodiment;    teachers;    bodyfulness;    creative movement;   

DOI  :  10.3390/educsci11090460

来源: DOAJ

【 摘 要 】

This article presents an exploratory and interpretative study on the development of self-reflection and self-knowledge in university teachers by an embodied experience. Dance Movement Therapy and Body–Mind Centering share the fundamentals of the paradigm of embodied cognition through a first-person full-body experience. Using these principles, a training program was designed and implemented in a cohort of 22 university teachers. The article offers details of the program and the adaptations necessary to carry it out in a higher-education context. The results of the qualitative analysis that was conducted suggested that the transformative learning paradigm could be useful to explain the process carried out by the participants. With the necessary limitations, the incorporation of awareness and attentive participation in bodily states and actions manifests as a transformative element in the teacher. The participants, despite initial resistance, see possibilities for applying this knowledge in their teaching practice.

【 授权许可】

Unknown