Exploring the Teacher Bodily Self

Abstract

Drawing from affect theory and dialogical self-theory, using narrative account, the chapter examines how bodily movement, gesture, and posture serve not only as indicators of internal emotional states but also as relational acts that shape pedagogical encounters. Emphasis is placed on the body’s capacity to affect and be affected, highlighting its role as a site of ongoing transformation, communication, and becoming. This chapter is proposed as a ‘walking chapter’ – not only a metaphor but also an invitation to engage with this text in motion.