Embodied learning in teacher education: Investigating student-teachers' experiences in engaging with embodied cognition theories

Abstract

This study examines how integrating perceptual, sensorimotor, and reflective processes supports the learning of enactive cognition theory, demonstrating how student-teachers develop competencies for engaging with theory through lived, embodied experiences. We employed between-methods data triangulation, combining the PRISMA method, microgenetic, and thematic analysis of video and text data, revealing students' experiences. Findings describe how concepts of enactive theory become part of student-teachers' bodily experiences and reveal that reflective awareness of these bodily connections coupled with shared dialogue is pivotal for deep learning. This study's approach is a compelling demonstration of how enactive cognition can be operationalized in educational practice.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 8 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.