Embodied and Aesthetic Education Approaches in the English Classroom

Autor/in	Hinchion, Carmel
Titel	Embodied and Aesthetic Education Approaches in the English Classroom
Quelle	In: English in Education, 50 (2016) 2, S.182-198 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0425-0494
DOI	10.1111/eie.12104
Schlagwörter	Aesthetics; English Instruction; English Teachers; Teaching Methods; Student Teachers; Inquiry; Reflection; Teacher Educators; Teacher Attitudes; College Faculty; Diaries; Student Teacher Attitudes; Educational Practices; Drama; Secondary School Teachers; English Literature; Foreign Countries; Ireland + Suchen Sie Ihr Suchwort? Ästhetik; English langauage lessons; Englischunterricht; English language lessons; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Lehrerverhalten; Fakultät; Diary; Tagebuch; Bildungspraxis; Schauspiel; Englische literatur; Ausland; Irland
Abstract	In this article the author opens up a space for reflective inquiry linked to her pedagogy with Student English Teachers and in conjunction with readings on embodiment and aesthetic experience. The author tries to deepen her practice as a teacher educator, 'looking back to travel forward' (Cremin et al. 2005:1) and looking forward in desire and hope. She draws on excerpts from student teachers' learning journals (2008) and on her own remembered experiences and reflections as well as relevant readings. By reading writers including Latta (2000; 2001; 2004), Cremin (2009), Rosenblatt (1938/1995; 1978/1994), Ellsworth (2005), Greene (1978; 1988; 1995; 2001), McDermott (2002; 2012) and Dewey (1934; 1938) the author tries to 'remake my practice theoretically' (McDermott 2002: 59) and consequently endeavour to better understand and improve her practice with Student English Teachers. She begins by outlining the context of the research and makes a case for writing as reflective inquiry. This is followed by a focus on embodiment for learning through the teaching of the drama "King Lear." The second focus is on aesthetic experience and aesthetic education approaches in the teaching of poetry. Finally, she concludes by making a case for rich and deep learning, considering person, text, experience and time as important aspects of embodiment and aesthetics. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01