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This action research study describes how three teacher educators invited preservice teachers to be in their bodies, or learn through “embodied pedagogy.” We wanted see how this pedagogy helped preservice teachers learn to reflect through their bodies, confront their own bias to cognitive ways of knowing, and ultimately begin to consider the use of embodied instructional strategies. We describe our questions, the activities we designed to help us answer them, and data collected from the first course in a pre-service teacher education program. Finally, we analyze these data and identify themes related to embodied learning and reflection, and describe some potential implications for teacher educators. Although at times uncomfortable, we found the body became a tool for reflection whether through experiencing or accessing emotions, or for uncovering new meanings and deep insights about themselves. Sometimes I feel like a data machine. (Preservice teacher) In the past decade, the teacher education and preparation landscape has shifted towards increased accountability focused on data driven assessments. In the United States and Australia preservice teachers themselves are increasingly being called upon to pass standardized assessments demonstrating their ability to collect and analyze data about students (Mandinatch & Jimerson, 2016; Reeves, Summers, & Grove, 2016; van Geel, Keunin, Visscher, & Fox, 2016). While we too value using deep analysis of students’ work to guide instruction, we also believe that too often traditional teacher education practices privilege language, reasoning, and thought over embodied knowing. This manifests in how teacher educators instruct preservice teachers, design and evaluate assignments, and engage with their students through observations and critique. Traditional teacher education favors positivist assessments whether through standardized gatekeeping for teacher certification or requiring teachers to develop curriculum that prepares K-12 students for standardized tests. However, the authors are well aware that we bring our whole selves into teaching (Taylor & Coia, 2009) and in doing so we develop relationships with our students and co-construct meaning with them. If we believe this to be true then it has implications for what we do in preservice teacher education. What happens when we use action research as a methodological framework to enact “embodied pedagogy as learning that joins body and mind in 1 Klein et al.: Using Embodied Practices with Preservice Teachers Published by Scholar Commons, 2019 a physical and mental act of knowledge construction” (Nguyen & Larson, 2015, p. 332) with preservice teachers right at the start of their initial teacher education? This action research describes how three teacher educators invited preservice teachers to be in their bodies. We did this in order to theorize about how teaching and learning influences the ways in which preservice teachers learn to reflect through their bodies, confront their own bias to cognitive ways of knowing, and ultimately begin to consider the use of embodied instructional strategies. Embodied teacher education practices offered our students some tools to begin to explore who they are becoming as teachers through emotions and the body. Review of Literature

Using Embodied Practices with Preservice Teachers: Teaching and Reflecting Through the Body to Re-think Teacher Education