Cartografiar Los Afectos Y Los Movimientos En El Aprender Corporeizado De Los Docentes

doi:10.22456/1982-8918.94792

Study

User-Centred DesignHigh ImpactModerate effect

Embodied Learning Enhances Teacher Development Through Affective Connections

Understanding teachers' embodied experiences and affective responses is crucial for effective professional development and learning.

Movimento (Porto Alegre) · 2020

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Key Findings

01Teachers' learning is significantly influenced by their embodied experiences and affective states.
02The concept of 'corporeality' extends beyond the physical body to encompass relational and environmental connections.
03Traditional views of the body as passive are insufficient; teachers actively engage their bodies and emotions in learning.

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Application

Design takeaway

Incorporate opportunities for physical engagement, sensory experiences, and emotional processing into the design of learning experiences for educators.

How to apply

When designing training modules or educational platforms for professionals, consider incorporating movement, sensory input, and reflective practices that address emotional responses.

Project actions

01Consider how users physically interact with your design.
02Think about the emotional responses your design might evoke.
03Explore how sensory feedback can enhance user experience.

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Method & Evidence

AimHow do secondary school teachers conceptualize and integrate corporeality (embodied experience) into their professional learning pathways, considering affective dimensions?

MethodQualitative research, phenomenological approach

ProcedureThe study explored how a group of secondary school teachers perceive and engage with their embodied experiences and emotions in the context of their professional learning and development.

ContextTeacher professional development, secondary education

Variables

IV["Teacher's engagement with professional learning","Teacher's conceptualization of corporeality"]

DV["Teacher's affective responses","Teacher's embodied experiences"]

CV["Type of professional development offered","Specific teaching subject"]

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Strengths & Limitations

Strengths

+Explores a nuanced understanding of learning beyond cognitive models.
+Highlights the importance of subjective user experience.

Limitations

It can be challenging to objectively measure 'affect' or 'embodied experience' in a design project without specialized tools or extensive qualitative data collection.

Reliability & validity

The qualitative nature of this study means reliability might be established through consistent interpretation of themes across participants, and validity through rich, detailed descriptions of lived experiences. Replication in a quantitative study could assess reliability through consistent measurement of affective or embodied indicators.

Think critically

How might the concept of 'corporeality' be applied to the design of digital learning tools, where physical interaction is mediated?

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Design Principles

"Design for embodied and affective learning by recognizing the interconnectedness of body, emotion, and cognition."

This research highlights that learning is not purely cognitive but deeply intertwined with physical and emotional states. For designers of educational tools and programs, this means moving beyond purely functional or information-centric approaches to consider the holistic, embodied experience of the user.

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What This Means for Your Design

Learning isn't just about thinking; it's also about how you feel and what your body does. For teachers learning new things, their physical feelings and emotions play a big part.

How to use in your project

1.Reference this study when discussing the importance of user experience beyond purely functional aspects, particularly in contexts involving skill acquisition or professional development.

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Add to My Project

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Quick Cite

(2020). CARTOGRAFIAR LOS AFECTOS Y LOS MOVIMIENTOS EN EL APRENDER CORPOREIZADO DE LOS DOCENTES. Movimento (Porto Alegre). https://doi.org/10.22456/1982-8918.94792 Retrieved from https://designdex.org/study/37493a42-db05-4a2f-9473-1b28c00484cc/embodied-learning-enhances-teacher-development-through-affective-connections

Paragraph starter

This research underscores the significance of embodied learning and affective dimensions in professional development. By acknowledging that learning is not solely a cognitive process but is deeply intertwined with physical experiences and emotional responses, designers can create more impactful and user-centered solutions. This perspective suggests that effective design for learning must actively engage the user's corporeality and emotional landscape, moving beyond purely functional or informational delivery.

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Source

Movimento (Porto Alegre)

CARTOGRAFIAR LOS AFECTOS Y LOS MOVIMIENTOS EN EL APRENDER CORPOREIZADO DE LOS DOCENTES

journal · 2020

View source

Questions about this research

What does the research say about embodied learning enhances teacher development through affective connections?: Incorporate opportunities for physical engagement, sensory experiences, and emotional processing into the design of learning experiences for educators. Evidence: Movimento (Porto Alegre) (2020).
Why does "Embodied Learning Enhances Teacher Development Through Affective Connections" matter for design?: This research highlights that learning is not purely cognitive but deeply intertwined with physical and emotional states. For designers of educational tools and programs, this means moving beyond purely functional or information-centric approaches to consider the holistic, embodied experience of the user.
How can designers apply this research?: Incorporate opportunities for physical engagement, sensory experiences, and emotional processing into the design of learning experiences for educators.
What were the main findings?: Teachers' learning is significantly influenced by their embodied experiences and affective states.. The concept of 'corporeality' extends beyond the physical body to encompass relational and environmental connections.. Traditional views of the body as passive are insufficient; teachers actively engage their bodies and emotions in learning.
What research method was used?: Qualitative research, phenomenological approach.
How strong is the evidence?: Evidence strength is rated Moderate effect, based on a 2020 journal from Movimento (Porto Alegre).
What should I do differently in my next project?: When designing training modules or educational platforms for professionals, consider incorporating movement, sensory input, and reflective practices that address emotional responses.
What are the limitations?: The study focuses on a specific group of secondary school teachers, and findings may not be universally generalizable to all educational contexts or professional groups.
Is there evidence that learning affects design outcomes?: Teachers' professional learning is deeply connected to their physical sensations, emotions, and their interaction with the environment, suggesting that learning is an embodied and affective process. This research highlights that learning is not purely cognitive but deeply intertwined with physical and emotional states. Source: Movimento (Porto Alegre) (2020).
Where does this embodied research apply?: Teacher professional development, secondary education It sits within user-centred design research on designdex.org.