Writing in Movement: Movement-based Performing Arts for Developing Physical Education Teachers’ Identity
DOI:
https://doi.org/10.47197/retos.v63.111684Keywords:
physical education, secondary school teachers, professional identity, movement-based performing arts, creative movement, somatic writingAbstract
Introduction: This study highlights the relevance of surpassing Cartesian paradigms for a holistic development of Physical Education Teachers' identity through embodied pedagogies.
Objective: The objective is to analyze the impact of the pedagogical experience "Performance Devising and Teaching Identities of Physical Education Teachers," employing movement-based performing arts and somatic writing.
Methodology: An artistic and qualitative approach was used, integrating techniques of body expression, dramatization, and dance, assessed through reflective narratives and participant observation. The project involved 22 secondary school Physical Education teachers from various regions of Spain, participating in an intensive 12-hour training program.
Results: The results reveal that this training fostered empathy and promoted bodily awareness, supporting the identity development of teachers. Participants reported an increased capacity for critical reflection and proactive empathy, highlighting enhanced social skills.
The integration of movement-based arts in teacher training facilitates a holistic and embodied professional identity development, addressing dimensions such as self-esteem, job motivation, and task perception.
Conclusions: This approach fosters creativity, empathy, and critical awareness in teachers’ professional practices. education teachers’ identity development in full, embodied, holistic, and authentic ways.
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