The present study aims at presenting and analyzing the impact of the embodied arts-based pedagogical experience “Future Teaching,” implemented through creative bodily practices focusing on kinesthetic and radical imagination, within Teacher Education. The study involved a group of 7 teacher-students in an artistic workshop of 3 hours about future teaching. It developed through a hybrid methodological approach, combining qualitative and artistic methods, adopting creative movement. Results were presented through performative writing, art-educational tool, and content analysis of artistic results in relation to theoretical framework and the lenses of phenomenological analysis. The study concludes that embodied arts-based pedagogies connecting kinesthetic and radical imagination can creatively reframe Teacher Education of the future as a kind of epistemic activism.
Cappello et al. (Wed,) studied this question.