From"Detachment"to"Embodiment":the"Embodied"Transformation of Teacher Training
There is a"disembodied"dilemma in teachers training,which is manifested in the fact that the design of training programmes ignores the actual needs and experiences of the participating teachers,and the training method adopts the transmission or indoctrination method,so that the training work is more invested and time-consuming,but the training effect is not satifactory.The theory of embodied cognition guides the development of teacher training from the cognitive perspective of"embodiment",which requires training to be embodied,emphasising"whole-person participation"training to be generated,highlighting"dynamic development"and training to be situated in a context that ignores the actual needs and experiences of participating teachers."training to be contextualised and to enhance the"interactive experience"and training to be synergised and to promote"teaching and evaluation as a whole",so as to break through the dilemma of teacher training.
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