ABSTRACT
This chapter aims to enhance perspectives on lived, emotional, and intersubjective knowledge that can contribute to the current literature in physical education teacher education (PETE). To do this, the author takes a phenomenological perspective where subjective and intersubjective bodily resonances and feelings become intertwined. The author demonstrates how the concepts of bodily resonances and letting be inform an understanding of embodied cognition that is relevant to research and practices of teaching and learning in an educational and formative context. Furthermore, the author discusses what it means for pupils’ learning processes that the teachers understand how to create an educational space for themselves and for the students, where the future professional development of PE teachers includes emotional and embodied perspectives on teaching and learning.
