Abstracts
Abstract
According to Johnson (2007), learning and teaching arise from a human being’s bodily experience in relationship with others and the environment (embodiment). Many teachers perceive and mobilize their bodies in rather unconscious ways. Becoming conscious of their perceptions can help them teach. It can also influence their internal/external coherence (Korthagen, 2004), link between sensations, intentions, and actions. Five elementary teachers participated in a study meant to look at their bodily learning processes, based on a phenomenological methodology (van Manen, 2014) and using somatic approaches (Eddy, 2016). Data analysis shows that they underwent body consciousness learning processes with various effects on their teaching, many posited at a relational level (with students) and all accompanied by a changing perception of self.
Keywords:
- body,
- embodiment,
- professional development,
- somatic education,
- teaching,
- somatic coherence,
- reflective practice
Résumé
Selon Johnson (2007), apprendre et enseigner s’appuient sur l’expérience corporelle d’un être humain en relation avec les autres et avec son environnement (corporéité). Prendre conscience de son corps peut faciliter l'enseignement. Cela peut aussi influencer la cohérence interne-externe des enseignants (Korthagen, 2004); les liens entre sensations, intentions et actions. Cinq enseignantes de niveau primaire ont participé à une étude phénoménologique (van Manen, 2014) sur leur processus d'apprentissage corporel, mobilisant des outils d’éducation somatique (Eddy, 2016). L’analyse des données met en lumière des processus d'apprentissage de la conscience corporelle avec divers effets sur la qualité de l’enseignement, dont plusieurs situés à un niveau relationnel (avec les élèves) et tous accompagnés par un changement de la perception de soi.
Mots-clés :
- pratique réflexive,
- cohérence,
- enseignement,
- éducation somatique,
- développement professionnel,
- corps,
- corporéité
Appendices
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