The author uses her own evolution as a dance teacher in higher education for a steppingstone to explore somatics as a pedagogical framework. She begins with examining the entrée of dance in U.S. higher education and how somatic beliefs are embedded within the goals of these early dance programs. As the author reflects on the parameters of somatics through different theoretical lenses, questions emerge about how a somatics oriented teacher embodies somatic values in her teaching identity. Through a qualitative research design of observation and dialogue, two contemporary technique teachers were observed for their body attitudes, gestures, and language choices to explore two particular instances of a somatics-oriented pedagogy.

中文翻译：

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体现一个人的教学身份——使默会明确

作者将自己作为高等教育舞蹈教师的发展作为踏脚石，探索将躯体学作为教学框架。她首先研究了美国高等教育中的舞蹈入门，以及这些早期舞蹈课程的目标中如何嵌入躯体信念。当作者通过不同的理论视角反思躯体学的参数时，出现了关于以躯体学为导向的教师如何在其教学身份中体现躯体价值的问题。通过观察和对话的定性研究设计，观察了两位当代技术教师的身体态度、手势和语言选择，以探索以躯体为导向的教学法的两个特定实例。