ABSTRACT
This chapter explores embodiment in teaching and teacher education. This leads to an analysis of body work in teaching and teacher education. It concludes chapter with a call for bringing bodies into practice. Within teacher education the body is a tool; just like whiteboards, flipcharts, pens, paper, computers and projectors are tools. Teachers need to use these tools effectively to ensure their pupils' learning and progress, and teacher educators need to teach trainees how to do exactly that. In this respect, using the body to assert authority, control and power in a classroom is not so much employing a tool, but being human. We are bodies and minds, sentient body-subjects. Within the social environment of the classroom, the body was pivotal to assert expectations, improve pupils' behaviour and manage the classroom. In this sense, the body's discursive role to communicate power and knowledge (Foucault, 1991) was fully exploited to establish a specific social order in the classroom.
