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Developing Movement as inclusive pedagogy
Author(s) -
PETER MELANIE,
WALTER OFRA
Publication year - 2010
Publication title -
support for learning
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.25
H-Index - 30
eISSN - 1467-9604
pISSN - 0268-2141
DOI - 10.1111/j.1467-9604.2009.01438.x
Subject(s) - dialogic , pedagogy , movement (music) , underpinning , agency (philosophy) , professional development , sociology , humanism , inclusion (mineral) , psychology , political science , social science , aesthetics , philosophy , civil engineering , law , engineering
This article details the emergence of a training framework to support professional development in inclusive Movement teaching. This arose from a collaborative research project in spring 2008 (supported by the Training and Development Agency, UK), between two universities in England and Israel. Movement education is surprisingly underused globally, even in the early years, with some recent revival within special education. This is despite the long‐recognised importance of interactive physical activity for underpinning children's development, and particularly for those with special educational needs, supported by findings from neuro‐science. The training framework falls within a hermeneutic view of the teacher informed by humanistic psychology and reflective practice, with Movement seen as an empowering, creative and dialogic pedagogy.