Becoming a Teacher: the role of body at work

The growing interest for practical knowledge, as well as the recognition of the role and signi!cance of everyday experience in teacher’s work, fall within the perspective of studies and research aimed to develop theories deeply rooted in the reality and useful to the daily action. In this vein, educational research, in recent years, has focused on di"erent ways of acquiring and transmitting teachers’ professional knowledge. The practice-based studies, highlighting the role of body have exerted a new in#uence in understanding teacher’s work. Drawing on a systematic literature review, this chapter, bringing together body, professional performance and teacher inquiry, tries to critically re#ect on new methodological approaches to researching the dimensions of teachers’ professional development. Starting from the assumption of work as lived and embodied practice the authors drive a critical re#ection on grey zones in educational research in teachers’ professional !eld. Educational implications and methodological recommendations for further developments in professional learning research will be highlighted.