Toward Somatic Coherence: Five Teachers Engaged In Embodied Ways In Their Professional Development Path

According to Johnson (2007), learning and teaching arise from a human being’s bodily experience in relationship with others the environment (embodiment). Many teachers perceive mobilize their bodies rather unconscious ways. Becoming conscious of perceptions can help them teach. It also influence internal/external coherence (Korthagen, 2004), link between sensations, intentions, actions. Five elementary participated study meant look at processes, based on phenomenological methodology (van Manen, 2014) using somatic approaches (Eddy, 2016). Data analysis shows that they underwent body consciousness processes various effects teaching, many posited relational level (with students) all accompanied by changing perception self.