Teacher training.

Our teacher training course is approved by the Society of Teachers of the Alexander Technique (STAT). Course director Danny McGowan has now qualified 78 teachers.

We’re based at the Centre for Constructive Awareness and Related Education (CCARE) in beautiful Totnes, Devon, in the South West of England.

On completion of the course, a certificate will be awarded authorising you to teach the Technique and become a Teaching Member of the Society of Teachers of the Alexander Technique (MSTAT).

The course runs approximately in line with the normal schools academic terms.  There is a timetable of twenty hours per week for thirty-six weeks of the year. (Tuesday – Friday from 09:30 – 13:15.) Students are also expected to continue the studies in their own time.

Qualification at the end of the three years is based on continuous assessment.

The three year syllabus has, as its foundation, the daily practice of the following:-

  1. The use of inhibition and direction in a wide variety of activities, as well as in the actual learning of how to teach the Technique using the combination of subtle guidance through the hands and verbal instruction.
  2. The study of F.M Alexander’s writings and related literature and research material by other teachers, such as Dr. Wilfred Barlow and Frank Pierce Jones.
  3. Classes in holistic anatomy and physiology are offered.  The emphasis is on learning how to relate anatomy and physiology to the general co-ordinated use of the body as a mechanism.
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Meet the team.


Danny McGowan (MSTAT)

Danny is our Head Of Training and has now qualified 78 teachers on training courses in Totnes and Berlin. He is the author of 5 books on the Alexander Technique and leads our classes in anatomy and physiology.


Gunda Fielden (MSTAT)

Gunda is our Assistant Head and has been teaching professionally since 1996. Before becoming an Alexander Technique teacher, Gunda worked as a theatre director/stage manager. She leads our classes in voice work.


Charlie Loram (MSTAT)

Charlie has been teaching the Alexander Technique and its application to natural human movement (walking, running and swimming) since 1997. He is a qualified teacher of the Shaw method of swimming.

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Course principles.

The thinking process of inhibition and direction is emphasised as the core of the Technique.  Cultivating – in class – the conscious spontaneous use of these functions of the mind is essential to the development of the awareness of the kinaesthetic or proprioceptive sense, which is, in turn, improved and expanded by the individual into dynamic co-ordinated use of the organism in daily living. This whole process leads to the realisation that the so-called mind and the so-called body are not separate, but one and the same.

In addition to the practical and theoretical work, the basics of voice work also form part of the curriculum.  The loss of his voice was the stimulus that led F.M Alexander to make his great discovery of constructive conscious control.

The training is based on the principles laid down in F.M Alexander’s four books.

  3. THE USE OF THE SELF (1932)

These books form the bulk of the study at C.C.A.R.E of the principles and concepts of the Alexander Technique.  Students are required to present written summaries of them and to write essays on certain passages at the discretion of the Directors.  Study of a wide variety of other related literature is included.

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Is this for you?

Psychological and emotional qualities necessary for the study of Constructive Awareness:

1. Positive change

The student requires a strong yearning to change from being a subconsciously controlled individual, who is the slave of unco-ordinated, negative and harmful habits, to a positive consciously controlled human being, skilled in the use of the self.

Such conscious change requires the willingness and courage to take a step into the unknown..

2. Kinaesthetic accuracy

The desire to re-educate oneself about the faulty use of the mind and body must be there.  The intellect and the kinaesthetic sense must be brought into harmony.  This entails going through a conscious thinking process that will re-educate the subconscious mind and lead to greater co-ordination and well-being.  When learning to change, the intellectual idea does not usually match the kinaesthetic feeling.  The ’right’ thing usually feels ‘wrong’.

3. Deep and dynamic thinking

Thinking power must be cultivated and become acute enough to weigh correctly the relative importance of matters, and/or the validity of statements made by other people.  Constructive awareness demands a truer perspective.  It seeks to show the individual how to see him/herself and other things as they really are.  The student should attempt to become free of the quagmire of the doubtful opinions and beliefs of others.  Clarity of thought must be achieved to avoid being stupefied by habitual and unreasonable social conventions.

4. Detachment

A steady attitude of inner detachment is required, because throughout the whole process of change in the use of the self, deep mental, physical and emotional habits may be revealed: with the help of the teacher, the student can learn to deal with them positively.

Rigorous reasoning and a light emotional attitude are needed, not only if the truth about one’s misuse of the self is to be realised, but also to enable the student to face the task of continuous change, and to learn to work with it through staggering repetition, no matter how palatable or unpalatable the revelations of such deep change may be.

5. Determination

A quiet and reasoned determination – not the facial-grimacing, fist-clenching, muscle-tensing type – must be adopted.

Despite occasional setbacks, never to accept ’failure’ and resort back to habitual, negative behaviour patterns; but simply to realise that the past is behind you and the  rest of your life starts now, now now, now, now…………………

You can make a fresh start by using the power of the eternal NOW, the ever-present MOMENT.

6. Balance reason and emotion

At every stage in the process of learning constructive awareness, where reason and emotion come into conflict, to stop and consider if one is habitually displaying unreasoned, emotional bias.  The process of conscious change is very powerful, and complex intellectual and emotional problems may occasionally – but not always – arise.  In examining these problems, it is very common for the individual to be influenced too much by deep-seated, negative emotions and ill-informed opinion, which cause resentment when evaluating the alternative ideas of other people.  In such cases, the tendency is to cloud – and even block completely – clear thinking with a confused, emotional fog.  Whether we like it or not, positive, unprejudiced emotions must be cultivated to disperse the fog and bring about clarity of thought.


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How to apply.

Applicants will be expected to have a good practical and theoretical grounding in the Technique by the time they begin their training.

So if you’re serious about becoming a teacher then you’re invited to come and visit the school for a day.

You’re welcome to get a free lesson from each of the teachers, take part in any of the class activities, and meet your fellow students.

  1. Get in touch with us using the link below.
  2. Danny will get back to you to arrange a quick chat and answer any questions you have.
  3. Come and visit the school for a day and get a real experience of what it’s like to train with us.