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

Autor/inn/en	Rodríguez-Jiménez, Rosa-María; Carmona, Manuel
Titel	A Rationale for Teacher Change from a Bodyfulness Paradigm: An Experience in Higher Education
Quelle	In: Education Sciences, 11 (2021), Artikel 460 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Rodríguez-Jiménez, Rosa-María) ORCID (Carmona, Manuel)
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	College Faculty; Higher Education; Dance; Psychotherapy; Reflection; Self Concept; World Views; Transformative Learning; Nonverbal Communication; Communication Skills; Metacognition; Program Effectiveness; Human Body; Foreign Countries; Creative Activities; Spain (Madrid) + Suchen Sie Ihr Suchwort? Fakultät; Hochschulbildung; Hochschulsystem; Hochschulwesen; Tanz; Psychotherapie; Selbstkonzept; World view; Weltanschauung; Pädagogische Transformation; Non-verbal communication; Nonverbale Kommunikation; Kommunikationsstil; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Menschlicher Körper; Ausland
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01