September 10, 2025Journal of Sport and Dance Science

Embodied Becoming of Teachers : Exploring Pre-service Elementary Teachers’ Identity Formation through Performativity Theory and the Gendered Bod

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Teacher identity should be viewed as a fluid and embodied process, with critical pedagogical implications.
Reflective practices support the understanding of identity formation in teaching, promoting critical awareness.
Movement-based expression classes provide a space for continuous identity enactment among pre-service teachers.
Fostering a discursive environment that sees teacher identity as multilayered is essential for effective education.

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Implication

Theoretical literature review reveals how performativity impacts pre-service teachers' identities, suggesting gender sensitivity education is crucial.

Cite This Study

Jeong Ha Kim (2025) studied this question.

synapsesocial.com/papers/68c23d81b210217d6478e114 https://doi.org/10.54109/jsds.2025.5.3.9

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Implication

Theoretical literature review reveals how performativity impacts pre-service teachers' identities, suggesting gender sensitivity education is crucial.

Embodied Becoming of Teachers : Exploring Pre-service Elementary Teachers’ Identity Formation through Performativity Theory and the Gendered Bod

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Implication

Cite This Study

Embodied Becoming of Teachers : Exploring Pre-service Elementary Teachers’ Identity Formation through Performativity Theory and the Gendered Bod

Key Points

Discussion

Implication

Cite This Study

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