This paper reports on narrative research that focuses on two tertiary Health and Physical Education (HPE) educators’ bodies. In particular, it explores how their lived encounters impacted upon their everyday teaching practice. Narrative accounts are used to present their lived and living bodies in this research. Findings suggest that they were enacting body pedagogies and embodied experiences in various ways influencing pedagogical practice and at times colliding with pre-service teachers’ bodies. ‘Embodied consciousness’ highlights an importance for all educators to better understand how their bodies are positioned and thus influence their practice. This research acknowledges the body as a site through which lived experience can be perpetuated and/or enacted in and through the living body.
McMahon, J. A., & Huntly, H. E. (2013). The Lived and Living Bodies of Two Health and Physical Education Tertiary Educators: How Embodied Consciousness Highlighted the Importance of their Bodies in their Teaching Practice in HPE. Australian Journal of Teacher Education, 38(4). https://doi.org/10.14221/ajte.2013v38n4.2