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Anne Chodakowski writes about IE and Teaching
Author: Anne Chodakowski. My research explores what Egan’s theory of imaginative education might imply for the theory and practice of teacher education. Underlying this investigation is the belief that the imaginations of students will be more regularly engaged in learning if pre-service teachers are familiar with the theory and practice of imaginative education and if those teachers are educated in ways that stimulate their own imaginations. One chapter specifically deals with Somatic Understanding. I suggest that Egan has not developed this notion as thoroughly as the other kinds of understanding. I build on his theory by exploring particular ways in which our understanding is embodied (both for pre-linguistic children and for adults—and everyone in between), how pre-service teachers might be encouraged to include Somatic Understanding in their classroom teaching, and how their own Somatic Understanding might be engaged more fully in their pre-service teacher education.
The body of my current work is an investigation of the three cornerstones of teacher education—subject matter knowledge, pedagogical knowledge and knowledge of contexts. Referring to the current literature, I consider the goals of each, how effectively they are being met, and specific ways in which each knowledge base will need to be altered within an imaginative teacher education program. I hope that this theory building—as well as some of the practical issues I raise and instructional strategies I suggest—will be of some use in the development of an imaginative teacher education module at SFU.
Click here to access her IERG bio: http://ierg.net/people/index.php?bio_id=12