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dc.contributor.authorRustad, Hilde
dc.contributor.authorEngelsrud, Gunn
dc.date.accessioned2023-01-12T09:46:19Z
dc.date.available2023-01-12T09:46:19Z
dc.date.created2022-10-03T10:52:04Z
dc.date.issued2022
dc.identifier.citationJournal for Research in Arts and Sports Education. 2022, 6 (4), 59-70.en_US
dc.identifier.issn2535-2857
dc.identifier.urihttps://hdl.handle.net/11250/3042915
dc.description.abstractThe intention of this article is from a phenomenological perspective to “unpack” the role of emotions when teaching practice-based subjects in higher education. When teaching practice-based subjects, educators’ embodied expressions and personal understanding affect both teachers’ and students’ knowledge production. The academic and the political worlds have a vested interest in understanding and improving methods of teaching and learning in higher education, and concepts such as accountability and performativity are used to indicate quality in education, whereas the affective and embodied knowledge tend to be unterminated. In this article, the authors investigate the teacher’s body as a knowledge producing and productive resource in teaching practice-based subjects. Analysis of the dialogue between two teachers shows how expressing the intersubjective and subjective dialogues in- and between them illuminates qualities such as daring to be a bodily perceptive and emotional being, listening within and the experience of teaching and learning simultaneously, trusting bodily sensations, and letting the students be who they are. By applying theoretical concepts to teachers’ descriptions of classroom experiences, this article contributes perspectives and sheds light upon human knowledge in professional relations.en_US
dc.language.isoengen_US
dc.publisherCappelen Damm Akademisken_US
dc.rightsNavngivelse 4.0 Internasjonal*
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/deed.no*
dc.titleA dialogical encounter with teaching practice-based subjects in higher educationen_US
dc.typePeer revieweden_US
dc.typeJournal articleen_US
dc.description.versionpublishedVersionen_US
dc.rights.holder© 2022 H. Rustad & G. H. Engelsruden_US
dc.source.pagenumber59-70en_US
dc.source.volume6en_US
dc.source.journalJournal for Research in Arts and Sports Educationen_US
dc.source.issue4en_US
dc.identifier.doi10.23865/jased.v6.3817
dc.identifier.cristin2057739
cristin.ispublishedtrue
cristin.fulltextoriginal
cristin.qualitycode1


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Navngivelse 4.0 Internasjonal
Except where otherwise noted, this item's license is described as Navngivelse 4.0 Internasjonal