Orientador: Maria Helena Vieira Abrahão / Banca: José Carlos Paes de Almeida Filho / Banca: Nelson Viana / Banca: Douglas Altamiro Consolo / Banca: Marta Lúcia Cabrera Kfouri Kaneoya / Resumo: É desejável que a formação inicial de professores promova a construção de conhecimentos acerca do processo de ensino e aprendizagem de forma a aprimorar a prática pedagógica de tais profissionais, para que possam se tornar autônomos e aptos a construir teorias acerca de sua prática. Para tanto, é necessário favorecer a constante reflexão sobre a prática de ensino, propiciando o início do processo de (re)construção de conhecimentos docentes. Inserida nesse contexto, esta pesquisa teve por objetivo investigar um curso de formação inicial de professores de língua inglesa de uma universidade pública localizada no interior paulista, buscando discutir como se deu o processo de (re)construção da prática pedagógica desses futuros professores em disciplinas referentes à Prática de Ensino e Estágio Supervisionado. Em face dessa perspectiva, objetivou-se verificar como os conhecimentos teórico-práticos se articulavam no processo de (re)construção da prática pedagógica, observando se e como os saberes construídos na formação inicial estavam presentes na prática de ensino de alunos-professores. Buscou-se compreender como eles avaliavam suas ações pedagógicas, que significados poderiam ser atribuídos a essas ações e como eles justificavam as tomadas de decisão e resolução de problemas na prática de ensino realizada nos estágios. Para tanto, foram discutidos dados provenientes de planos de ensino das disciplinas, questionários semiestruturados aplicados aos alunos-estagiários, entrevista com o professor-formador (gravada em áudio), observações de aulas de Prática de Ensino e aquelas ministradas pelos alunos-professores (ambas gravadas em vídeo e/ou áudio) e sessões de visionamento das aulas regidas pelos futuros professores. Por meio dos resultados obtidos, foi possível considerar que a autoavaliação e a reflexão os auxiliaram a compreender... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: Pre-service teacher education courses should promote the construction of knowledge concerning language teaching and learning processes in order to optimize teachers' pedagogical practice, to enable them to become autonomous and to construct theories based on their practice. To attain this goal, it is important to favor continuous reflection about teaching practice, which may initiate a process of pedagogical knowledge (re)construction. Considering these aspects, this research aimed at investigating a pre-service teacher education program in a public university in Sao Paulo state, to discuss how this pedagogical knowledge (re)construction process occurred in a Teaching Practice course. The main goal in this study was to verify how the theoretical/practical knowledge was articulated in the pedagogical knowledge (re)construction process, observing if and how this knowledge constructed in the pre-service teacher education course was present in student-teachers' teaching practice. In addition to this goal, this research also aimed at understanding how they evaluated their pedagogical actions, the meanings of these actions, and how they justified their decisions and solved problems in their teaching practice. For this reason, data collected included their Teaching Practice course content, student-teachers' questionnaires, interview with the teacher educator, class observations and reflective sessions. Results indicated that through self-assessment and reflection, future teachers were able to understand their pedagogical actions and to present some propositions to improve English language learning and teaching in different educational contexts, favoring not only their students' language learning process but also contributing to their own continuous professional development / Doutor

A presente dissertação tem por objetivo analisar a origem do conhecimento dos preceitos da lei natural para Tomás de Aquino. Entre as hipóteses na literatura, encontram-se intepretações de que o conhecimento dos preceitos depende das sensações de dor e prazer, de que os preceitos são valores autoevidentes e de que o conhecimento dos preceitos depende do conhecimento intelectual das inclinações naturais. Assim, serão analisadas algumas passagens do comentário da Ética a Nicômaco de Aristóteles e da Suma de Teologia em que Tomás desenvolve a noção de apetite natural ou inclinação natural. Além disso, será tratada a distinção entre diferentes tipos de conhecimento prático. A partir dessas noções, serão apontados alguns indícios para a hipótese de que o conhecimento dos preceitos da lei natural depende da apreensão intelectual das inclinações naturais. / The present dissertation aims to analyse the origin of knowledge of precepts of natural law for Thomas Aquinas. Between the hypotheses in literature, there are interpretations that knowledge of precepts depends on sensations of pain and pleasure, that precepts are self-evident values and that knowledge of precepts depends on intellectual knowledge of natural inclinations. Therefore, it will be analysed some passages of the commentary on Aristotle‟s Nicomachean Ethics and of Summa Theologica were Thomas develops the notion of natural appetite or natural inclination. Further, it will be treated the distinction between different kinds of practical knowledge. Thereby, it will be pointed some indications for the hypothesis that knowledge of precepts of natural law depends on intellectual apprehension of natural inclinations.

A presente dissertação tem por objetivo analisar a origem do conhecimento dos preceitos da lei natural para Tomás de Aquino. Entre as hipóteses na literatura, encontram-se intepretações de que o conhecimento dos preceitos depende das sensações de dor e prazer, de que os preceitos são valores autoevidentes e de que o conhecimento dos preceitos depende do conhecimento intelectual das inclinações naturais. Assim, serão analisadas algumas passagens do comentário da Ética a Nicômaco de Aristóteles e da Suma de Teologia em que Tomás desenvolve a noção de apetite natural ou inclinação natural. Além disso, será tratada a distinção entre diferentes tipos de conhecimento prático. A partir dessas noções, serão apontados alguns indícios para a hipótese de que o conhecimento dos preceitos da lei natural depende da apreensão intelectual das inclinações naturais. / The present dissertation aims to analyse the origin of knowledge of precepts of natural law for Thomas Aquinas. Between the hypotheses in literature, there are interpretations that knowledge of precepts depends on sensations of pain and pleasure, that precepts are self-evident values and that knowledge of precepts depends on intellectual knowledge of natural inclinations. Therefore, it will be analysed some passages of the commentary on Aristotle‟s Nicomachean Ethics and of Summa Theologica were Thomas develops the notion of natural appetite or natural inclination. Further, it will be treated the distinction between different kinds of practical knowledge. Thereby, it will be pointed some indications for the hypothesis that knowledge of precepts of natural law depends on intellectual apprehension of natural inclinations.

Abstract Teaching of music, especially instrumental music, has rarely been the interest of researchers. This thesis explores the music teaching of a well known Finnish piano teacher and artist Matti Raekallio, describing his practical knowledge and theoretical tenets and their formation during the different phases in his life. The practical knowledge of a music teacher is experiential knowledge that takes shape in practical situations. It shows especially in the teaching-related interactions of music lessons. The teacher's practical knowledge manifests in his practical theory, which guides his teaching and includes his notions of the human being, learning and knowledge. The research tasks developed in the course of the research process and can be defined as follows: 1. What kind of shape do the elements of Raekallio's practical theory take in his life story? 2. What kind of teaching strategies and styles does he use in his piano lessons? 3. What kind of teaching stories are told in piano lessons? 4. How do the teacher and his students tell about their mutual relationships and their relations to music? The teaching of instrumental music is also approached from the viewpoint of the master–apprentice tradition it is usually connected with. And in addition to the actual research questions, the way in which this tradition is told in this research is also considered. The study is based on a narrative approach. Most of the data was collected by observing Raekallio's piano lessons and by interviewing both him and his students. This data was then analysed using content analysis and narrative methods of analysis. The results of this study broaden our conception of a music teacher's work. The teacher uses versatile teaching strategies, both verbal and nonverbal. Raekallio's teaching style includes his way of speaking, of being present and of giving feedback during his piano lessons. The exploration of teaching styles proved to be a fruitful starting point in the research of the moral dimension of music teaching. Examining teaching stories opened up the socialising significance that teaching has; through these stories future pianists and piano teachers are narrated into their cultural environment. These teaching stories show the teacher's pedagogical content knowledge as narrative knowing. With the help of narrative knowing, the teacher ties together knowledge that makes possible the production of a music performance, starting from notes and ending in a musical performance. The findings reinforce our conceptions of the teacher's significance in the teaching of instrumental music. In the stories of both students and the teacher, the significance of the teacher was clear during the different stages of development as a musician and especially during the stage of professional studies as a guide into the culture and practices of the field. The concepts and theory of educational sciences proved necessary and handy tools even in the research of music teaching. To popularise or model the contextual thinking of teaching related to the teaching of music, more descriptive research in the field is needed as well as descriptions of various everyday teaching events, the teaching of students of different ages, etc. The future challenges that this research points out include research of the narrative character of teachers' knowledge in general. How do teachers use storytelling in teaching, into what kind of stories are the things to be taught woven? / Tiivistelmä Soitonopetus on ollut harvoin tutkijoiden mielenkiinnon kohteena. Tässä työssä tarkastellaan tunnetun suomalaisen pianopedagogin ja -taiteilijan Matti Raekallion soitonopetusta, kuvaten hänen praktista tietoaan ja teoriaansa sekä sen muotoutumista elämän eri vaiheiden aikana. Soitonopettajan praktinen tieto on opettajan kokemuksellista tietoa, joka syntyy käytännön tilanteissa ja joka näkyy oppitunneilla etenkin opetuksen vuorovaikutustilanteissa. Opettajan praktinen tieto manifestoituu opettajan praktisessa teoriassa, joka ohjaa hänen opetustaan ja johon kuuluvat hänen käsityksensä ihmisestä, oppimisesta ja tiedosta. Tutkimustehtävät muotoutuivat prosessin aikana seuraaviksi: 1. Millaiseksi Raekallion praktisen teorian ainekset muotoutuvat hänen elämäntarinassaan? 2. Millaisia opetusstrategioita ja -tyylejä soittotunneilla käytetään? 3. Millaisia opetustarinoita soittotunneilla kerrotaan? 4. Millaiseksi opettaja ja opiskelijat kertovat suhteensa toisiinsa ja musiikkiin? Tarkastelen soitonopetusta myös siihen liitetyn mestari–kisälli-perinteen näkökulmasta ja varsinaisten tutkimustehtävien lisäksi pohdin, millaiseksi mestari–kisälli-perinne voidaan kertoa tämän tutkimuksen perusteella. Tutkimus on lähestymistavaltaan narratiivinen. Päätutkimusaineiston keräsin havainnoimalla Raekallion pitämiä soittotunteja sekä haastattelemalla häntä ja hänen oppilaitaan. Aineiston analysoin sisällönanalyysia ja narratiivisen tutkimuksen analyysitapoja käyttäen. Tutkimustulokset laajentavat käsitystämme soitonopettajan työstä. Opettaja käyttää monipuolisia opetusstrategioita, niin verbaalisia kuin nonverbaalisia. Raekallion opetustyylissä tulivat esille hänen puhetapansa sekä hänen tapansa olla läsnä soittotunneilla ja antaa palautetta. Opetustyylin tutkiminen näyttää olevan hedelmällinen lähtökohta opettajan työn moraalisen ulottuvuuden tutkimiseksi myös soitonopettajan työssä. Opetustarinoiden tutkiminen avaa opetuksen sosiaalistavaa merkitystä, sillä niiden kautta tulevat pianistit ja soitonopettajat kerrotaan kulttuuriseen yhteisöönsä. Niissä näkyy opettajan niin sanottu pedagoginen sisältötieto narratiivisena tietämisenä, jonka avulla opettaja sitoo yhteen tiedon, joka mahdollistaa kappaleen työstämisen nuottikuvasta alkaen aina kappaleen esitykseen saakka. Tutkimus vahvistaa käsityksiämme opettajan merkityksestä soitonopetuksessa. Opettajan ja oppilaiden kertomuksissa näkyi selvästi opettajan merkitys soittajataipaleen eri vaiheissa ja erityisesti ammattivaiheen opinnoissa johdattamassa alan kulttuuriin ja käytänteisiin. Tutkimuksessa käytetty kasvatustieteen käsitteistö ja teoria on osoittautunut tarpeelliseksi ja toimivaksi työkaluksi myös soitonopetuksen tutkimuksessa. Soitonopetukseen liittyvän opetustilanneajattelun yleistämiseksi tai mallintamiseksi tarvitaan lisää alan kuvailevaa tutkimusta ja kuvauksia erilaisista arkipäivän opetustapahtumista ja esimerkiksi eri-ikäisten opettamisesta. Tutkimuksen jatkohaasteena nähdään yleisestikin opettajan tiedon narratiivisen luonteen tutkiminen. Miten opettajat käyttävät kertomista opetuksessaan, esimerkiksi millaisiin tarinoihin opetettavat asiat kerrotaan?

The purpose of this thesis has been to illustrate the conditions for development of judgement-based professional skill, by means of institutionalised officer training. The study has been based on two questions: 1) What is, in the context of the exercise of the officer profession and the military school environment, the nature and epistemological foundations of the judicious action? 2) In what way can institutionalised officer training ensure the development of the judgment of future military leaders?This study is presented in the form of a scientific essay, departing from a personally experienced dilemma, which subsequently gets subjected to personal reflection as well as theoretical analysis, in which the author acts as both the subject and the object. The explo-ration has its starting point in the assumption that there is a decisive difference between knowing-that, knowing-how and knowing what, of which especially the latter requires judge-ment. Through a survey of the epistemological concepts of Aristotle and of Maria Hammarén applied to the professional skill of the officer and the military school environment, it is estab-lished that the judicious action is an indispensable part of the professional skill and that per-sonal judgement in its turn is a trained ability, first of all shown in action. A conclusion in this respect is that an officer needs the ability to make judicious decisions based on intuition as well as on analytical thinking, depending on the situation. The author puts Hammarén’s ideas of professional skill being developed through a combination of experience and reflection preferably organised in a reflecting practice, in the context of the military teacher.Another conclusion is that the judgement in (not least the military) professional skill in fact is the sound judgement, i.e. the ability to make and implement ethically well-founded decisions. This subject is further explored in relation partly to Hannah Arendt’s ideas of the role of sound judgement in a bureaucratic organisation, and partly to moral philosophical theories, put in the context of military professional skill and school environment. A conclu-sion is that the ethical education must aim at developing the willingness to do good, as well as the eye for judging what actions being morally right in a certain situation.The author also presents possible methods for establishing a reflective praxis within a military school environment.

Abstract The context of the research was a project carried out by preparatory education teachers following a three-phased TriPod-model in their school instruction. The three phases of instruction were: orientation in the classroom, field trip outside school and thirdly, reflection on the acquired experiences back at school. The instruction carried out according to the TriPod model was mainly based on principles of experiential and collaborative learning. Authentic learning environments outside of school were utilized systematically 8–9 times per academic year during the project which lasted three and half years. The main purpose of the research was to study the development of preparatory education teachers’ practical knowledge during the project. Secondly, the aim was to investigate the preparatory education teachers’ views about the suitability of the TriPod model in migrant students’ instruction and integration into their new home country. The epistemological starting point was social constructivism. The methodological approach of the study was qualitative showing features of action research, ethnography and phenomenography. The empirical data consisted mainly of thematic interviews with nine preparatory education teachers and the data was analysed by applying abductive qualitative content analysis. To conclude the results of the study, it can be maintained that the preparatory education teachers created their own “learning environment” where their practical knowledge was developed through individual and collaborative reflection. During the project, didactics for preparatory education was developed with a strong focus on authentic learning environments. Preparatory education teachers found the curriculum supportive in the implementation of the project’s principles and practices, which in turn contributed to the integration of theory and practice. The study also suggests that teachers in school, and the experts outside school in particular should adjust their speech to better suit the students’ level of Finnish language skills. The preparatory education teachers are fully aware of the significance of their role in advancing their students’ integration into society through the means of education. As a further result of the study, an updated model of teachers’ practical theory was constructed; it offers a well-grounded perspective on the educational challenges caused by societal changes which raise the need to re-consider both pre- and in service teacher education. / Tiivistelmä Tutkimuksen konteksti on perusopetukseen valmistavan opetuksen projekti, jota opettajat toteuttivat kolmivaiheisen TriPod-mallin mukaisesti. Opetuksen kolme vaihetta olivat luokassa toteutettava orientaatio, opintovierailu koulun ulkopuolelle ja siinä saatujen kokemusten reflektointi koulussa. TriPod-mallin mukainen opetus perustui ensisijaisesti kokemuksellisen ja yhteisöllisen oppimisen periaatteille ja siinä hyödynnettiin systemaattisesti koulun ulkopuolisia autenttisia oppimisympäristöjä 8–9 kertaa lukuvuodessa kolmen ja puolen vuoden aikana. Tutkimukseni tavoitteena oli tutkia valmistavan opetuksen opettajien (valo-opettajien) osaamisen kehittymistä projektin aikana. Toisessa tutkimusongelmassa tutkittiin TriPod-mallin mukaisen opetuksen soveltuvuutta maahanmuuttajataustaisten valo-oppilaiden opetuksessa ja kotoutumisen edistämisessä. Tutkimukseni tietoteoreettisena lähtökohtana on sosiaalinen konstruktivismi. Tutkimus toteutettiin laadullisena tutkimuksena, jonka metodologinen viitekehys sisälsi piirteitä toimintatutkimuksesta sekä etnografisesta ja fenomenografisesta tutkimustraditiosta. Tutkimuksen aineisto hankittiin pääosin yhdeksältä valo-opettajalta teemahaastattelun avulla ja analysoitiin abduktiivisen laadullisen sisällönanalyysin avulla. Tutkimuksen perusteella voidaan todeta, että valo-opettajille muodostui oma ”oppimisympäristö”, jossa osaaminen kehittyi sekä subjektiivisen että yhteisöllisen reflektoinnin kautta. Projektin aikana kehitettiin valmistavan opetuksen didaktiikkaa, johon liittyi kiinteästi koulun ulkopuolisten oppimisympäristöjen hyödyntäminen. Valo-opettajat kokivat opetussuunnitelman tukevan projektissa toteutettuja periaatteita ja käytäntöjä, mikä puolestaan vahvisti käytännön ja teorian integroitumista. Tutkimuksessa nousi esille tarve sopeuttaa valo-opettajien ja erityisesti vierailukohteiden asiantuntijoiden opetuspuhetta vastaamaan valo-oppilaiden suomen kielen taitotasoa. Valo-opettajat tiedostivat työnsä yhteiskunnallisen merkityksen kotoutumista edistävien opetuskäytänteiden toteuttajina. Tutkimuksen tuloksena kehitettiin uusi sovellus opettajan käytännön teoriasta; se tarjoaa yhden perustellun näkökulman yhteiskunnallisten muutosten edellyttämiin opetuksellisiin haasteisiin, jotka tulisi ottaa huomioon opettajankoulutuksessa ja opettajien täydennyskoulutuksessa.

Den här vetenskapliga essän har som syfte att undersöka fenomenet medarbetarundersökningar. Startpunkt tas i en egenupplevd erfarenhet från ett mötesrum på en förlossningsavdelning och skildras utifrån mitt förstapersonsperspektiv som utomstående konsult. Situationen berättar om relationella konflikter och organisatoriska problem på sjukhuset, en olustig atmosfär i mötesrummet, samt min upplevelse av att vara förställd och malplacerad såväl som mitt agerande. Essän prövar att belysa denna situation med hjälp av Martin Heideggers tankevärld och då specifikt områdena tal och stämning. Ett fenomenologiskt förhållningssätt till situationen intas, där essän genom Heideggers begrepp söker fånga den praktiska kunskap som låg till grund för att den blev som den blev. / This scientific essay aims at investigating the phenomenon of employee surveys. The starting point is a personally experienced event from a meeting room in a maternity ward, depicted from my first˗person perspective as an external consultant. The event tells about relational conflicts and organizational problems at the hospital, an uneasy mood in the meeting room, and my feelings of falsity and being inept as well as my actions. The essay tries to illuminate this event with help from the ideas and reasoning of Martin Heidegger, and specifically his discussions in the areas of talk and mood. A phenomenological approach to the event is taken, where the essay through Heidegger's concepts seeks to capture the practical knowledge that formed the basis for the event turning out as it did.

This thesis concerns the question of what it is for a subject to act. It answers this question in three steps. The first step is taken by arguing that any satisfactory answer must build on the idea that an action is something predicable of the acting subject. The second step is taken by arguing in support of an answer which does build on this idea, and does so by introducing the idea that acting is doing something which is an exercise of a particular kind of disposition on the part of the acting subject. The third step is taken by arguing that the disposition in question must be of a kind which is exercised in conditions in which the acting subject thinks they are acting. From this vantage point the thesis develops many further commitments: That action is constitutively subject to a mode of explanation that mentions the kind of disposition just mentioned; that any case of acting requires a veridical representation of a means by which the action is performed; and that a problem about the underspecified nature of desire ascriptions can be solved by appeal to the conceptual materials made available by these investigations. The thesis finally develops several objections to the account it gives, both substantive and methodological, and explains why these objections ought to be rejected.

Often studies examining the development of a sense of professional efficacy in pre-service educators are concerned with either the systemic viewpoint of teacher education programmes or the relationship between the perceptions of pre-service educators and what is “really” happening in the classroom. The intent of this study is to investigate the question “What do pre-service educators perceive that they know and that they need to know to develop a sense of professional efficacy? solely from the vantage point of the pre-service educator. The study encompasses two specific objectives: --- to identify through narrative analysis the circumstances of the construction of and the content of the knowledge created by the pre-service educators from their experiences --- to investigate and describe the relationship of the knowledge constructed by the pre-service educators to the development of a sense of professional efficacy. The study attempts to produce an in-depth qualitative description of the explicit and sometimes tacit perceptions of four pre-service educators as they prepared to begin professional careers. Four pre-service educators enrolled in a recently developed innovative Post Graduate Certificate of Education programme at a large urban university in South Africa participated in the study over a two year period. The perceptions of the pre-service educators are presented through an analysis of the narratives taken from interviews and reflective journal entries. The narratives are analyzed using a variety of narrative inquiry methods which were investigated and described as part of this study. The interpretation of the narratives is also informed by theoretical constructs such as professional efficacy and knowledge and private theory. Through the analysis and interpretation of the narratives the unique and individual nature of learning to become an educator as well as similarities of experience were revealed. Ultimately the broad aim of this study through the use of narrative inquiry methodology and methods is to add the “voices” of these pre-service educators to a larger dialogue and to the collective body of evidence of how one learns to become an educator with a sense of professional efficacy. / Thesis (PhD (Curriculum Studies))--University of Pretoria, 2006. / Curriculum Studies / unrestricted

Den här masteruppsatsen är en vetenskaplig essä i den praktiska kunskapens teori. Den är ett försök till en fenomenologisk inspirerad studie i högskolelärares kroppslighet i undervisning på lärarutbildning. Mina forskningsfrågor är: På vilka sätt erfar högskoleläraren sin egen kropp och dess rörelser i undervisningssituationer? Vilken roll spelar den egna erfarenheten om sin kroppslighet i förståelsen av sin presentation? I vilken relation står undervisningens innehåll, det som ska undervisas, till högskolelärarens kroppslighet? På vilka sätt skapar högskolelärarens kroppslighet relationer i undervisningen?Undersökningen består av berättelser från min erfarenhet som lärare i dans samt filmade observationer och intervjuer av fyra andra högskolelärare på lärarutbildningen. Studiens metod och teoretiska bakgrund är fenomenologisk och baseras på den franska filosofen Maurice Merleau-Pontys arbete om levd kropp och intersubjektivitet samt dans och rörelse teorier om kropp, rum, tid och kraft av Rudolf Laban.I analysen av det empiriska materialet lyfter jag fram tre dimensioner av kroppslighet, presentation, gestaltning och relation som jag diskuterar i relation till mina valda teorier. Som en fenomenologisk studie beskriver jag först de fyra lärarnas erfarenhet av sin kroppslighet för att sedan reflektera på det som har visat sig. Undersökningens ändamål är inte ett snabbt svar på bästa sättet att undervisa. Istället är mitt intresse att verkligen försöka förstå hur kroppen och dess rörelser kan få en större betydelse inom lärarutbildning. / This master thesis has the form of a scientific essay within the theories of practical knowledge. It is an attempt to a phenomenological survey of higher education teacher´s relationship to their own corporality in teaching in a teacher education program. I investigate following question; In what ways do university teachers experience their own body and its movements in teaching? How does the teacher´s own experience of its corporality influence the understanding of the own presentation? What is the relationship between teacher´s corporality and the content of the teaching? In what way does the teacher´s corporality create relationships within the teaching?My investigation contains of narratives from my experience as a teacher in dance. It will also contain filmed observations and interviews with four other teachers in higher education at the teacher education program at the Södertörn university. The methodological and theoretical background of my study is phenomenological, based on the French philosopher Maurice Merleau-Ponty´ s work on lived body and intersubjectivity and movement and dance theories of Rudolf Laban about body, time, space and effort.Within the analysis of my empirical material I have high lightened three dimension of corporality; presentation, formation (creation) and relation, which I have discussed further in relationship to my theories. As a phenomenological study I have first tried to describe the four teacher´s experience of their own corporality and then reflect on the outcome. It is not my goal to present a quick fix answer to the best way to teach in relationship to the corporality. Instead my interest is to really try to understand how body and it´s movements can be a greater part of the interest and the curriculum of a teacher education program.