Coteaching and the Collaborative Production of Embodied Learning Spaces
(English)In: Teaching and Teacher Education: An International Journal of Research and Studies, ISSN 0742-051X, E-ISSN 1879-2480Article in journal (Refereed) Submitted
This paper aims at operationalize three concepts of embodied and situated learning in a coteaching setting; "hot situations" (Callon, 1998), "matters of concern" (Latour, 2003), and “controversies” (Whatmore, 2009). Teaching and learning in coteaching situations draws upon embodied and ontological effects called “intensities” (Deleuze, 1988). The questions that this study will answer are: what roles do these concepts play for learning between coteachers and what effects might this have on learning? The result from this study shows coteaching produces a place where different perspectives are allowed to emerge, as part of a co-conversational teaching style. Energies and affects, that may from a didactic view help teachers in penetrating layers of conceptual understanding of a phenomenon through the emotional and affective aspects of being two teachers, and from a student point of view work as energies that evoke a desire to share thoughts by taking part in this co-conversation.
Coteaching, intensities, controversies, hot situations, matters of concern, embodied teaching and learning
IdentifiersURN: urn:nbn:se:hh:diva-32084OAI: oai:DiVA.org:hh-32084DiVA: diva2:974434