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Journal articles on the topic 'EMBODIED TEACHING'

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Author: Grafiati

Published: 9 March 2023

Last updated: 10 March 2023

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1

Østern, Tone Pernille. "The Embodied Teaching Moment:." Nordic Journal of Dance 4, no. 1 (June 1, 2013): 28–47. http://dx.doi.org/10.2478/njd-2013-0004.

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Abstract In this article the author dialogues with two contemporary dance teachers about how the practical-pedagogical knowledge of the teacher is embodied. The focus is on how the dance teacher functions as a lived body (Merleau-Ponty, 1962/2002) while in the teaching moment. The analysis of the empirical material shows that there is a continuous exchange between the dance teachers’ bodily experiences, inner dialogue and teaching choices while teaching. It is argued that its is not wrong to say that all these two dance teachers do as teachers is bodily grounded. The ways in which the practical-pedagogical knowledge of the two contemporary dance teachers is embodied can be summarized as a bodily listening, bodily tutoring and bodily ambiguity surrounded by constantly and rapidly changing body tunes throughout their teaching. These larger themes are divided into nuances which are presented and discussed in the article. The study is also a method study in how to study in and with the arts. The research process is understood as an iterative cyclic web (Smith and Dean 2009), where practice and theory take place in every sub-process of the study. Outcomes of the study are both theorisation as this article and artwork in the form of choreographies by the two dance teachers. These can be seen at https://vimeo.com/40433953 (Mari) and https://vimeo.com/40075211 (Ingeborg).

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2

Flood, Virginia J., Anna Shvarts, and Dor Abrahamson. "Teaching with embodied learning technologies for mathematics: responsive teaching for embodied learning." ZDM 52, no. 7 (July 23, 2020): 1307–31. http://dx.doi.org/10.1007/s11858-020-01165-7.

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3

Dixon, Mary, and Kim Senior. "Appearing pedagogy: from embodied learning and teaching to embodied pedagogy." Pedagogy, Culture & Society 19, no. 3 (October 2011): 473–84. http://dx.doi.org/10.1080/14681366.2011.632514.

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4

Roche, Jenny. "Shifting embodied perspectives in dance teaching." Journal of Dance & Somatic Practices 8, no. 2 (December 1, 2016): 143–56. http://dx.doi.org/10.1386/jdsp.8.2.143_1.

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Bolldén, Karin. "Teachers' embodied presence in online teaching practices." Studies in Continuing Education 38, no. 1 (December 15, 2014): 1–15. http://dx.doi.org/10.1080/0158037x.2014.988701.

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6

Ikoma, Sakiko. "Teaching embodied: cultural practice in Japanese preschools." Asian Studies Review 41, no. 1 (November 6, 2016): 157–58. http://dx.doi.org/10.1080/10357823.2016.1253415.

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7

Jordon, Sherry. "Embodied Pedagogy: The Body and Teaching Theology." Teaching Theology and Religion 4, no. 2 (June 2001): 98–101. http://dx.doi.org/10.1111/1467-9647.00100.

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8

Wei, Xiaolan, and Xueyan Yang. "Designing learning with embodied teaching: Perspectives from multimodality." Language and Education 35, no. 4 (March 14, 2021): 378–81. http://dx.doi.org/10.1080/09500782.2021.1889580.

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9

Wang, Chen. "Designing learning with embodied teaching: Perspectives from multimodality." Innovations in Education and Teaching International 58, no. 3 (April 23, 2021): 372–73. http://dx.doi.org/10.1080/14703297.2021.1918464.

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10

Ingber. "Cia Sautter, The Miriam Tradition: Teaching Embodied Torah." Nashim: A Journal of Jewish Women's Studies & Gender Issues, no. 22 (2011): 210. http://dx.doi.org/10.2979/nashim.22.210.

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11

Rodriguez Carreon, Vivianna, and Penny Vozniak. "Embodied Experiential Learning." Journal of Awareness-Based Systems Change 1, no. 2 (November 30, 2021): 31–50. http://dx.doi.org/10.47061/jabsc.v1i2.1179.

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This paper presents a craft in experiential teaching and an experiment in embodied learning for peacebuilders and change-makers. The theories, practices and experiments are part of the postgraduate course in Peace of Mind. The intention is to invite the reader to see experiential learning and awareness-based practices as a tool that enables a possibility to evolve our humanness. Interdisciplinary abstract methodologies from Indigenous and phenomenological philosophies support the argument that granular and qualitative knowledge emerges through the embodiment of human expression. It addresses the concept of fragmentation of the self, the importance to pause to give voice to knowledge that words cannot convey. Through the arts, the paper shows non-linear forms of communication with visual experiments. The purpose of this collaborative work is in the craft, in the process, and beyond the authorship.

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12

Harrington, Chrissie. "Choreographic pedagogies: towards an embodied practice." International Journal for Lesson and Learning Studies 3, no. 1 (December 20, 2013): 100–124. http://dx.doi.org/10.1108/ijlls-09-2013-0047.

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Purpose – The purpose of this paper is to explore the inter-relationship between choreography and pedagogy. It refers specifically to a Participatory Action Research (PAR) project that dealt with investigations into performance making and the design of a teaching and learning model. Shifts from making performance from a pre-determined starting point to a participatory and interactive process are traced to reveal a “choreographic pedagogy” informed and transformed by the experience of its actors. Design/methodology/approach – The paper includes a brief explanation of the terms and shared features of choreography and pedagogy, and how PAR facilitated a cyclic generation of new findings that drove the research forward. The research question is tackled through concepts, practices and tasks within the four cycles of research, each year with new participants, questions and expanding contexts. Findings – The experience of the research participants reveals unexpected and “unfolding phenomena” that open up spaces for imagining, creating and interpreting, as a “choreographic pedagogy” in action. Research limitations/implications – The research might appear to be limited to the areas of performance and teaching and learning, although it could provide a model for other subjects, especially for those that engage with creative processes. Practical implications – The research is a “practice as research” model and has implications for research in education as a practice of knowledge exploration and generation. Originality/value – It is original and has the potential to inform the ways in which educators explore and expand their disciplines through teaching and learning investigations.

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13

Petsilas, Phaedra, Jennifer Leigh, Nicole Brown, and Catriona Blackburn. "Embodied reflection ‐ exploring creative routes to teaching reflective practice within dance training." Journal of Dance & Somatic Practices 11, no. 2 (December 1, 2019): 177–95. http://dx.doi.org/10.1386/jdsp_00004_1.

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Abstract This article draws from a collaboration between Rambert School of Dance, University of Kent, University College London Institute of Education and an anthropological filmmaker. Together we took a creative and embodied approach to teaching reflective practice within a conservatoire to second-year dance students. In this article, we explore where this somatically inspired pedagogy sits within dance training. We discuss the nature of reflection for dance training, and in particular consider embodied reflective practice. Finally we offer effective methodologies for drawing out and capturing embodied practice.

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14

Loue, Sana. "Teaching and Practicing Humanism and Empathy through Embodied Engagement." Medicina 58, no. 3 (February 22, 2022): 330. http://dx.doi.org/10.3390/medicina58030330.

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Concerns have been raised regarding medicine’s dehumanization of patients and providers and regarding the need to include, in the medical school curriculum, components that encourage the development of empathy and humanistic practice. This essay suggests that the development of humanistic practice requires attention to not only the cognitive and affective/emotive aspects of humanism, but also to the nurturing of intersubjectivity between the provider and the patient through strategies designed to promote embodied awareness. Several approaches to the development of embodied awareness are discussed, including puppetry pedagogy, drama, and virtual reality applications.

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15

Simmons-Thorne, Naomi. "Book Review: Teaching with Tenderness: Toward an Embodied Practice." Teaching Sociology 49, no. 2 (April 2021): 188–91. http://dx.doi.org/10.1177/0092055x211004375.

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16

Byczkowska-Owczarek, Dominika, and Honorata Jakubowska. "Sociology of the Body—Teaching Embodied Approach through Autoethnography." Qualitative Sociology Review 14, no. 2 (August 28, 2018): 152–64. http://dx.doi.org/10.18778/1733-8077.14.2.09.

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The article presents and discusses the way of teaching sociology of the body whose aim is to allow students to become familiar with embodied methodology and make them methodologically sensitive. The research tasks given to the students are based on analytic autoethnography which influences the students’ methodological development. Examples of the students’ works are presented and discussed, particularly in terms of the advantages they might bring in the educational proces and difficulties that they may cause to both the student and the teacher. As the most valuable benefits deriving from this way of teaching the authors indicate: raising methodological sensitivity, the ability to link embodied experience and knowledge with theoretical concepts, self-understanding in terms of social processes, but also putting into practice the perspective of embodiment in the social sciences. The courses of the sociology of the body in Poland and their status at Polish universities are presented as the context. The authors claim that the skills learnt during this course are crucial for students of sociology and for their methodological competencies, not only in the field of sociology of the body.

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Merkouris, Alexandros, Konstantinos Chorianopoulos, and Achilles Kameas. "Teaching Programming in Secondary Education Through Embodied Computing Platforms." ACM Transactions on Computing Education 17, no. 2 (June 8, 2017): 1–22. http://dx.doi.org/10.1145/3025013.

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18

Park, Jane Chi Hyun, and Sara Tomkins. "Teaching whiteness: A dialogue on embodied and affective approaches." Educational Philosophy and Theory 53, no. 3 (June 4, 2020): 288–97. http://dx.doi.org/10.1080/00131857.2020.1772756.

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19

Geršak, Vesna, Tina Giber, Gregor Geršak, and Jerneja Pavlin. "Are Psychophysiological Wearables Suitable for Comparing Pedagogical Teaching Approaches?" Sensors 22, no. 15 (July 30, 2022): 5704. http://dx.doi.org/10.3390/s22155704.

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This study describes how wearable devices can be used in elementary schools to compare some aspects of different teaching approaches. Upper arm wearables were used as an objective tool to compare three approaches when teaching science: (i) classical frontal teaching, (ii) embodied (kinesthetic) teaching, and (iii) a distance teaching approach. Using the wearables, the approaches were compared in terms of their impact on students’ psychological arousal and perceived well-being. In addition, short-term and long-term knowledge gain and physiological synchronization between teacher and students during the lecture were assessed. A synchronization index was defined to estimate the degree of physiological synchronization. During distance teaching, by means of measurements with wearables, students were significantly less physically active and significantly less psychologically aroused. Embodied teaching allowed significantly higher physical activation than during the other two approaches. The synchronization index for all three teaching approaches was positive with the highest values for distance and frontal teaching. Moreover, knowledge gain immediately after the embodied lessons was higher than after frontal lessons. No significant differences in the long-term knowledge retention between the three different teaching methods were found. This pilot study proved that wearables are a useful tool in research in the field of education and have the potential to contribute to a deeper understanding of the mechanisms involved in learning, even in complex environments such as an elementary school classroom.

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Hoveid, Marit Honerød. "Sensing Feeling Alive: Attentiveness to Movements in/with Embodied Teaching." Studies in Philosophy and Education 40, no. 3 (March 23, 2021): 303–15. http://dx.doi.org/10.1007/s11217-021-09766-9.

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AbstractThis is an explorative work on teaching. The understanding of teaching that I use in my work is that teaching is action, it happens in the present – here and now. So, while teaching refers to shorter timespans, education in this understanding refers to timespans that are of a longer duration, meaning education is communication between generations (Hoveid and Hoveid 2019). The notion of teaching I explore draw from experiences, for my own part between nature, dog and human. These are experiences of sensing where one flows through and interconnects with others, so that boundaries are difficult to discern, and hence boundaries are not the point, but rather how sensing bodies and ‘movements between’ create experiences that are constitutive of who we become both as dog and human, in/with nature. Here I am not referring this to learning, as is usual in the equation “teaching and learning”. This does not mean learning is irrelevant, but rather that it is such an encompassing concept I cannot deal with it satisfactorily in this article. Also, I go beyond what is commonly understood as learning, in terms of making a change in someone’s cognitive or emotional structures. This article explores the kind of experiences our sensing body furnish us with and how these transfer to memory, in the here and now bodies sense, and how this creates memories. I argue this is especially important to recognize in teaching, but seldom addressed. I suggest we pay more attention to these experiences of sensing and how it becomes part of individual and collective memories. To me this is a vital and integral part in all teaching, in the present.

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21

Gerald, J. P. B. "Embodied Whiteness and Pathologization in EFL." JALT Journal 44, no. 2 (November 1, 2022): 222–34. http://dx.doi.org/10.37546/jaltjj44.2-2.

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This essay seeks to examine the ways in which pathologization and the centering of whiteness are intertwined in the English Language Teaching (ELT) industry writ large, with a particular focus on the English as a Foreign Language (EFL) subfield in Japan. The author connects the hierarchization inherent to whiteness with the ways that the English teaching field creates and perpetuates oppression, with guidance as to how readers can help combat these inextricable issues. 本論は、日本の英語教育(ELT)、ことにその副分野である外国語としての英語教育(EFL)における、病理的傾向と白人中心主義が相互補完的に関連している理由を明らかにすることを目的としている。更に、英語教育分野における、白人を頂点とするヒエラルキーと永続する抑圧的構造の関係性を示し、この分離不可避な問題と戦う方策を提示したい。

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22

Fields, Jessica, Stephanie Johnson, Bex MacFife, Patricia Roach, and era steinfeld. "Embodied Engagements: Body Mapping in a Sociology of Sexuality Classroom." Teaching Sociology 49, no. 3 (July 2021): 256–66. http://dx.doi.org/10.1177/0092055x211022470.

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Using a collaborative autoethnographic approach, we discuss body mapping as an embodied pedagogical practice for teaching sexuality. Body mapping centers stigmatized bodies through guided visual, oral, and textual self-representation. We begin by discussing embodied pedagogies and the bind of representation (ideas grounded in the work of feminists of color) in teaching and learning about sexuality. We then consider three body mapping experiences: in a sexuality education graduate seminar ( seminar mapping), as a remote synchronous practice ( remote mapping), and as a solo practice ( solo mapping). We explore challenges in representation, embodied difference, and the im/possibility of mapping the sexual. Finally, we consider the implications and applications of body-mapping exercises for sexualities classrooms.

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23

Bremmer, Melissa. "Does the body count as evidence? Exploring the embodied pedagogical content knowledge concerning rhythm skills of a Dutch specialist preschool music teacher." International Journal of Music in Early Childhood 16, no. 1 (June 1, 2021): 89–103. http://dx.doi.org/10.1386/ijmec_00029_1.

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In educational research, the teacher’s body tends to be neglected as a source of evidence of pedagogical content knowledge (PCK). The music teacher’s body might, however, communicate knowledge about teaching that is key to the profession of music teachers. This qualitative single case study set out to explore what the embodied PCK of a music teacher regarding teaching rhythm skills could be. Through a stimulated recall interview, two video analysis tasks, a digital notebook and a semi-structured interview, the PCK of a Dutch specialist music teacher teaching rhythm skills to preschoolers was mapped. The findings show that physical modelling, but also instructional, guiding, representational gestures and embodied ways of assessing, reflect embodied aspects of a music teacher’s PCK regarding rhythm skills. This research study illuminates the role of the music teacher’s body in PCK and provides a starting point for developing a body-based pedagogy for (future) music teachers.

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Bremmer, Melissa. "Does the body count as evidence? Exploring the embodied pedagogical content knowledge concerning rhythm skills of a Dutch specialist preschool music teacher." International Journal of Music in Early Childhood 16, no. 1 (June 1, 2021): 89–103. http://dx.doi.org/10.1386/ijmec_00029_1.

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In educational research, the teacher’s body tends to be neglected as a source of evidence of pedagogical content knowledge (PCK). The music teacher’s body might, however, communicate knowledge about teaching that is key to the profession of music teachers. This qualitative single case study set out to explore what the embodied PCK of a music teacher regarding teaching rhythm skills could be. Through a stimulated recall interview, two video analysis tasks, a digital notebook and a semi-structured interview, the PCK of a Dutch specialist music teacher teaching rhythm skills to preschoolers was mapped. The findings show that physical modelling, but also instructional, guiding, representational gestures and embodied ways of assessing, reflect embodied aspects of a music teacher’s PCK regarding rhythm skills. This research study illuminates the role of the music teacher’s body in PCK and provides a starting point for developing a body-based pedagogy for (future) music teachers.

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25

Cooper, Betsy. "Embodied Writing: A Tool for Teaching and Learning in Dance." Journal of Dance Education 11, no. 2 (April 2011): 53–59. http://dx.doi.org/10.1080/15290824.2010.540527.

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26

ALBRIGHT, ANN COOPER. "Channelling the ‘Other’: an embodied approach to teaching across cultures." Research in Dance Education 4, no. 2 (December 2003): 177–82. http://dx.doi.org/10.1080/1464789032000130390.

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27

Sullivan, Jaclynn V. "Learning and Embodied Cognition: A Review and Proposal." Psychology Learning & Teaching 17, no. 2 (January 12, 2018): 128–43. http://dx.doi.org/10.1177/1475725717752550.

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The objective of this review is to investigate research in instructional methods and embodied cognition in order to suggest the idea that a professor’s movement provides information by increasing levels of exogenous embodiment. This review describes how teaching methods varying in human activity lead to different outcomes and how those outcomes may be linked to the presence of an active body providing instruction. The embodied cognition literature suggests the physical actions we perform and the actions being performed around us shape our mental experience. We argue that students mentally imitate the gestures of their professor, this activity contributes to the embodied experience one has in a classroom, and that this increased activity leads to increased recall. One possible reason for increased student learning in human-centered environments is the activation of mirror neurons. Implications for teaching topics in a psychology classroom are discussed.

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Lenzen, Manfred, Christopher Dey, and Joy Murray. "A Personal Approach to Teaching about Climate Change." Australian Journal of Environmental Education 18 (January 2002): 35–45. http://dx.doi.org/10.1017/s0814062600001105.

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AbstractThe problem of climate change is complex, global, and long-term, and therefore difficult to grapple with for politicians, scientists, teachers, and students alike. Teachers in particular face the problem of presenting climate change in a way that is not abstract and distant. To engage the intellect as well as emotions, students need to feel personally involved. One way to achieve this personal involvement is to link climate change to students' individual lives. Such a relationship can be created using a personal greenhouse gas budget, comprising ail emissions caused by a student over one year. A personal greenhouse gas calculator was developed at the School of Physics, University of Sydney, in the form of a computer spreadsheet, and applied in university teaching. This calculator does not only address emissions from energy use, but also those emissions embodied in goods and services. Embodied emissions are often ignored when climate change is related to lifestyles, As its normative part, the calculator states a benchmark of 3.5 t CO2 per person per year, based on the principle of global equity and sustainability. First experiences show that most students agree with that benchmark, and accept responsibility for embodied emissions. However, their own emissions results exceed by far the equitable and sustainable budget. This experience triggers various feelings, ranging from surprise and motivation, to guilt, denial, self-defence, cynicism, anger, and frustration. In contrast to a model where teaching is seen as transmission of information, this personal and provocative approach creates an emotional response, which affects memory, which in turn holds out the promise of long-term change.

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Craig, Cheryl J., JeongAe You, Yali Zou, Rakesh Verma, Donna Stokes, Paige Evans, and Gayle Curtis. "The embodied nature of narrative knowledge: A cross-study analysis of embodied knowledge in teaching, learning, and life." Teaching and Teacher Education 71 (April 2018): 329–40. http://dx.doi.org/10.1016/j.tate.2018.01.014.

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30

Juntunen, Marja-Leena. "Ways to enhance embodied learning in Dalcroze-inspired music education." International Journal of Music in Early Childhood 15, no. 1 (July 1, 2020): 39–59. http://dx.doi.org/10.1386/ijmec_00011_1.

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Drawing on the phenomenology of embodied learning, this article presents suggestions for ways that embodied learning can be enhanced in Dalcroze-inspired music education. Here, embodied learning refers to learning from interactional experiences of the self with the physical and social environment through senses, perceptions and mind‐body action and reaction. It is suggested that embodied learning can be efficiently facilitated through teaching that promotes multisensory perceptions, images, integration and experiences, while also motivating physical, social, emotional and intellectual participation. Furthermore, promoting social interaction as well as interaction between perceptions, thoughts, emotions and actions could be regarded essential. Embodied learning can be reinforced by pedagogical actions, such as advancing awareness and a sense of self, triggering mental images, integrating different functions, building a balance between mental and physical activities, and fostering positive emotions and experiences in learning situations. By reflecting on experience, embodied learning becomes more explicit and shareable.

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Scivoletto, Giulio. "Raising self-consciousness: phonetic education as embodied language learning." Glottodidactica. An International Journal of Applied Linguistics 49, no. 1 (June 30, 2022): 183–96. http://dx.doi.org/10.14746/gl.2022.49.1.11.

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Phonetic education is presented in this contribution as a pedagogical approach and didactic method for teaching and acquiring phonetic-phonological competence in the foreign language classroom at school. To develop such competence, we should overcome the school practice that still today does not seem to deviate from the listen-and-repeat method: the teaching of articulatory phonetics is proposed as a method and tool for learning based on self-consciousness. By discovering the sound dimension of language, and the bodily reality through which it is realised, the student undergoes an educational experience based on perception. The formative value of a phonetic education is framed in the perspective of body pedagogy, in line with an inclusive and democratic approach to language education.

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32

Kong, Lingcui, and Niyun Lu. "English Tense Teaching in Secondary Schools Based on the Perspective of Embodied-Cognitive Linguistics." International Journal of Education and Humanities 6, no. 1 (November 23, 2022): 78–81. http://dx.doi.org/10.54097/ijeh.v6i1.3045.

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As a new research focus, ECL has been applied to translation, contrastive study between English and Chinese, rhetoric and other fields, and also has provided a new perspective for language teaching. In junior middle school English teaching, tenses have always been one of the most important part. However, the traditional teaching mode of English tenses is hard to arouse students’ interest in learning, and also reduces the efficiency of teaching. Therefore, on the basis of reviewing and summarizing the development of ECL and its current researches in the field of English teaching, this paper aims to explore the strategies of English tense teaching in junior middle school, to provide some new ideas and directions for foreign language teaching in China.

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Mengfan, Li, Zhang Mengxi, Cao Tianhui, and Wang Shenjun. "Overview of Middle School Online Teaching based on Embodied Cognition Theory." Education Study 3, no. 4 (2021): 557–62. http://dx.doi.org/10.35534/es.0304087.

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34

Ott, Kate, and Darryl W. Stephens. "Embodied learning: Teaching sexuality and religion to a changing student body." Teaching Theology & Religion 20, no. 2 (April 2017): 106–16. http://dx.doi.org/10.1111/teth.12373.

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35

Koff, Susan R. "Book Review: Knowing Bodies, Moving Minds: Towards Embodied Teaching and Learning." Journal of Dance Education 7, no. 4 (October 2007): 127–28. http://dx.doi.org/10.1080/15290824.2007.10387350.

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36

Simola, Sheldene. "Facilitating embodied learning in business ethics education: the use of relational sculpting." Journal of Applied Research in Higher Education 6, no. 1 (April 8, 2014): 75–97. http://dx.doi.org/10.1108/jarhe-07-2012-0019.

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Purpose – The purpose of this paper is to first, provide an interdisciplinary overview of the pedagogical perspective known as “embodied learning”; second, describe the particular relevance of embodied perspectives for business ethics and business ethics education; third, introduce “relational sculpting” as a pertinent embodied technique in this context. Design/methodology/approach – Content analysis of qualitative data on relational sculpting from n=50 participants in two sections of a required undergraduate course on business ethics was conducted. Findings – Findings indicated that the use of relational sculpting was associated with increased emotional awareness of, and empathy for stakeholders; a more compelling sense of connection to ethical issues and the affected stakeholders; enhanced understanding of stakeholder perspectives; and, a stronger appreciation of interconnections among stakeholders, as well as of the situation as a whole. Research limitations/implications – Future investigations could explore diverse other applications of relational sculpting and any implications these might have for learning effectiveness. Consideration could also be given to the viability, development, implementation and assessment not just of embodied techniques, but also, of integrated and coherent educational programs that are embodied in nature. Practical implications – Step-by-step practical guidelines for using relational sculpting are provided. Additionally, comprehensive ethical guidelines for the use of innovative teaching methodologies such as relational sculpting are also provided. Originality/value – Management scholars have recently advocated not only for increased ethics training in undergraduate and graduate curricula, but also for enhanced teaching and learning through the integration of diverse scholarly perspectives and innovations. This paper provides an interdisciplinary overview of the pedagogical perspective known as “embodied learning,” identifies its relevance for business ethics and business ethics education, and also introduces “relational sculpting” as a relevant embodied technique.

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De Knop, Sabine. "From construction grammar to embodied construction practice." Constructions and Frames 12, no. 1 (July 29, 2020): 121–48. http://dx.doi.org/10.1075/cf.00037.kno.

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Abstract In recent years, foreign language pedagogy has recognized the need to focus on larger meaningful sequences of words and on communicative goals. Construction grammar (CxG) has a number of assets to address these issues. First, with the postulate of meaningful schematic templates, CxG makes it possible to establish a structured inventory of abstract constructions. In this paper, this is illustrated by the inventory of German constructions with the preposition bis ‘up to, until’. Second, constructions, having a certain degree of schematicity, are particularly suitable to be practiced as whole sequences. Interactive activities based on ‘embodied teaching and learning’ can help foster the entrenchment of constructions.

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Ma, Xinyue. "Moral Education of Physical Education from the View of Embodied Moral Education." Learning & Education 10, no. 2 (September 16, 2021): 142. http://dx.doi.org/10.18282/l-e.v10i2.2310.

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In the core quality of sports, the effect of students cannot be achieved in the short term. Therefore, in order to achieve the goal of physical education character, the author puts forward the teaching strategy of physical education character under the perspective of embodied moral education, so that students can have the concept of embodied education character and give full play to the educational function of physical education courses.

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Backstrom, Laura. "Embodied resocialization at a children’s weight loss camp." Ethnography 17, no. 4 (July 24, 2016): 539–58. http://dx.doi.org/10.1177/1466138116655361.

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This paper examines the content and processes of embodied resocialization that occur at a children’s weight loss camp. Drawing on ethnographic and interview data, I provide the children’s accounts of their decision to attend camp. In addition to teaching the children to implement body projects through strategic and embodied means, the structured environment at camp allowed for the recalibration of the campers’ habits. Social control supported weight loss at camp but ultimately created problems for effective resocialization. This paper contributes to a better understanding of processes of embodied resocialization and the tension between self-control and social control when resocialization occurs in an immersive environment for a short period of time.

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Dyches, Jeanne, and Brandon Sams. "“It’s Not Intentional”: Contradictions in Culturally Responsive Teaching." Journal of Interdisciplinary Teacher Leadership 6, no. 1 (December 14, 2022): 199–233. http://dx.doi.org/10.46767/kfp.2016-0042.

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Culturally responsive instruction scholarship often presents a binary standard that teachers either satisfy or do not, a determination largely based on perceptions of observed practice. Yet, conclusions about teachers’ cultural responsiveness are dubious when researchers do not account for teachers’ intent. Conceptualizing cultural responsiveness as a continuum of dispositions, knowledges, and skills, this study asks: are certain culturally responsive characteristics more easily embodied and acted upon than others, and what accounts for these incongruences? Drawing on five months of data collection, this case study follows Margaret, a decorated English language arts teacher, and uncovers her culturally responsive characteristics based on her articulated instructional intent. Analysis reveals that Margaret more readily embodied and enacted certain culturally responsive characteristics than others. Although she worked to promote student success and create a classroom environment embracing all students, Margaret insisted her provocative pedagogical choices–such as melding conversations of canonical literature with patriarchal critique–were not intended to foster students’ sociopolitical consciousness or reflect her commitment to modifying curricula for equity. Tensions between Margaret’s culturally responsive characteristics lie in her belief that “good” teachers assume ideological neutrality. Margaret’s case asks stakeholders to centralize teachers’ instructional intent and, in doing so, complicate culturally responsive teaching.

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Rustad, Hilde, and Gunn Helene Engelsrud. "A dialogical encounter with teaching practice-based subjects in higher education." Journal for Research in Arts and Sports Education 6, no. 4 (September 30, 2022): 59–70. http://dx.doi.org/10.23865/jased.v6.3817.

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The intention of this article is from a phenomenological perspective to “unpack” the role of emotions when teaching practice-based subjects in higher education. When teaching practice-based subjects, educators’ embodied expressions and personal understanding affect both teachers’ and students’ knowledge production. The academic and the political worlds have a vested interest in understanding and improving methods of teaching and learning in higher education, and concepts such as accountability and performativity are used to indicate quality in education, whereas the affective and embodied knowledge tend to be unterminated. In this article, the authors investigate the teacher’s body as a knowledge producing and productive resource in teaching practice-based subjects. Analysis of the dialogue between two teachers shows how expressing the intersubjective and subjective dialogues in- and between them illuminates qualities such as daring to be a bodily perceptive and emotional being, listening within and the experience of teaching and learning simultaneously, trusting bodily sensations, and letting the students be who they are. By applying theoretical concepts to teachers’ descriptions of classroom experiences, this article contributes perspectives and sheds light upon human knowledge in professional relations.

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Woodard, Kathryn. "Recovering disembodied spirits: teaching movement to musicians." British Journal of Music Education 26, no. 2 (June 3, 2009): 153–72. http://dx.doi.org/10.1017/s0265051709008419.

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Understanding physical movement is an integral part of learning to make music. This article presents the action research that the author has pursued while teaching movement to musicians. The narrative provides a theoretical underpinning for the teaching practices discussed. It provides examples of musicians’ movement with analyses of the anatomical structures involved, and it discusses the influences of bodily perception on observing and learning movement (e.g. the body map). The implications of the study are to provide a somatic foundation for music education and thereby to enhance the understanding of music as embodied experience.

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Martikainen, Jari, Anneli Hujala, and Sanna Laulainen. "Embodied Reflection of Images as an Arts-Based Research Method: Teaching Experiment in Higher Education." Interchange 53, no. 1 (November 26, 2021): 75–97. http://dx.doi.org/10.1007/s10780-021-09449-x.

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AbstractThis paper discusses a teaching experiment in which 20 university students in Finland participated in the course Critical and Novel Approaches to Management and Organisational Studies, which familiarized them with the method of embodied reflection of images. First, the paper presents the method and the teaching experiment. Then, it presents and discusses the students’ experiences while experimenting with the method. The students’ written reflections form the data of the study, which were analyzed qualitatively using content analysis. The findings of this small-scale study show that the method of embodied reflection of images provided students with a novel perspective into management and organization, fostered collaboration, and promoted critical thinking. In addition, rational knowledge was furnished with experiential and affective modes of knowledge. Based on students’ positive feedback, the experiment succeeded in elucidating the method and its applicability in research on management and organization. This study promotes teaching arts-based research methods in higher education.

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Ro, Eunseok. "The embodied work of teaching grammar and pronunciation in IELTS speaking tutorials." Linguistics and Education 65 (October 2021): 100978. http://dx.doi.org/10.1016/j.linged.2021.100978.

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Marzban, Sheida. "Review of Designing Learning with Embodied Teaching: Perspectives from Multimodality." Multimodal Communication 10, no. 3 (September 30, 2021): 333–35. http://dx.doi.org/10.1515/mc-2021-0008.

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Lipperini, Patricia T. "Privileged to Educate: Katharine Drexel and Catholic Social Teaching—An Embodied Pedagogy." Religious Education 108, no. 4 (July 2013): 392–402. http://dx.doi.org/10.1080/00344087.2013.805032.

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Powell, Kimberly, and Lisa Lajevic. "Emergent Places in Preservice Art Teaching: Lived Curriculum, Relationality, and Embodied Knowledge." Studies in Art Education 53, no. 1 (October 2011): 35–52. http://dx.doi.org/10.1080/00393541.2011.11518851.

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Maher, Anthony J., Dean Williams, and Andrew C. Sparkes. "Teaching non-normative bodies: simulating visual impairments as embodied pedagogy in action." Sport, Education and Society 25, no. 5 (May 13, 2019): 530–42. http://dx.doi.org/10.1080/13573322.2019.1617127.

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Budge, Kylie. "Teaching art and design: Communicating creative practice through embodied and tacit knowledge." Arts and Humanities in Higher Education 15, no. 3-4 (June 24, 2015): 432–45. http://dx.doi.org/10.1177/1474022215592247.

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Cahyono, Hari, I. Wayan Miartha, and I. Wayan Sujana. "STRATEGI PRAJURU HULU APAD DALAM MENGIMPLEMENTASIKAN AJARAN TRI HITA KARANADI DESA PAKRAMAN PENGLIPURAN KABUPATEN BANGLI." Jurnal Penelitian Agama Hindu 2, no. 1 (May 28, 2018): 214. http://dx.doi.org/10.25078/jpah.v2i1.472.

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<p><em>The village of Pakraman Penglipuran is a Traditional Village that still embraces its governmental system such as Ancient Bali Village, both customs, and awig-awig used guidelines or benchmarks for implementation of the operational base of Penglipuran society, Tri Hita Karana. Part of Tri Hita Karana are: (a) Parahyangan (b) Pawongan, (c) Palemahan</em><em>. </em><em>The issues that will be discussed are 1) how is the strategy of Prajuru Hulu Apad in implementing Tri Hita Karana teaching in Pakraman Village Penglipuran of Bangli Regency 2) What are the constraints faced by Prajuru Hulu Apad in implementing Tri Hita Karana teaching in Pakraman Village Penglipuran of Bangli Regency? How is the impact of the implementation of Tri Hita Karana teaching in Pakraman Penglipuran Village in Bangli Regency? This research uses qualitative research through observation, interview and literature. Informants were determined by snowball sampling.</em><em></em></p><p><em>The results are described as follows: Pengripuran Village Pakraman shows its existence in implementing Tri Hita Karana in sustainable tourism development. The strategy undertaken by Prajuru Hulu Apad in implementing this Tri Hita Karana teaching through the development of Pura, the implementation of religious ceremony (Parahyangan aspect), making coral pawongan (aspect of Pawongan) and arranging environment and preserving bamboo forest (Palemahan aspect)</em><em>. </em><em>The obstacles faced by the Upper Apad Upstream have not been seen. However Prajuru Hulu Apad worried to the younger generation to still be able to implement this Tri Hita Karana teachings. This makes the Upper Apad Apad hold guidance to the younger generation.</em><em> </em><em>Strategies undertaken certainly have an impact, namely the social impacts embodied in the relationship that is established with a sense of kinship; the religious impacts embodied by increased confidence and trust; impacts of environmental conservation embodied by environmental arrangement and maintenance</em><em></em></p><p><em> </em></p>

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