Re-embodying (preservice middle years) teachers? An attempt to reposition the body and its presence in teaching and learning

This four-part story is about one teacher educator's attempt to embody praxis as a form of academic work, emphasizing the importance of the corporeal in learning and teaching. I describe the inter-related context (1) of my embodied self, the teacher education course I constructed, and theory employed in mediating course practices. Evidence of praxis in emergence (2) is illustrated through written text and visual artefacts of the operationalized assessment. I discuss (3) using embodied subjectivities, the importance of practice/praxis, and how we operationalize discourse in education to then pose questions (4) as flows for teacher educators, preservice teachers and teachers in their classpaces. (C) 2010 Elsevier Ltd. All rights reserved.