Embodied Practices and Initial Teacher Education in Secondary Schools: Potentials and and Development Perspectives

Abstract

The contribution examines the role of relational, socio-emotional, and reflective competencies in the initial training of secondary school teachers in light of the recent regulatory reorganization, investigating their potential through the perspective of embodied cognition, which conceptualizes teaching as an embodied and situated practice.

Keywords: Teacher Education; Embodied Cognition; Reflective Practice; Experiential Learning; Teacher Professionalism.