Mentoring and supervision as interactive encounters
A phenomenological and enactive knowledge base for reflection
DOI:
https://doi.org/10.15845/ntvp.v10i2.4381Keywords:
embodied cognition, kinesthetic awareness, affectivity, interaffectivity, body memory, emotions, bodily resonance, mentoring, teacher education, practicumAbstract
The article's knowledge contribution is to expand the cognitive knowledge base in the field of supervision to also include the importance of embodied cognition in teaching and supervision. By applying phenomenological and enactive theory to analyse reflection notes and interviews with teacher students after practice periods, three situations are presented that highlight the students' affective and interaffective experiences, as well as the significance these experiences have for the students' choices in teaching and supervision situations. The article discusses how phenomenological and enactive perspectives contribute to an understanding of supervision as interaffective encounters and thereby contribute to the discussion of how embodied cognition can be central to the further development of the research and knowledge base in the field of supervision. The article contributes with the concepts of affectivity, interaffectivity, bodily resonance, emotions, bodily memories and kinesthetic consciousness that can be used in a professional language to reflect on the importance of the body and emotions for interaction and meaning-making in teaching and in practice supervision.
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