The Dilemma and Breakthrough of Preschool Teacher Training from the Perspective of Embodied Cognition

Yimeng Zhang; Shuanghua Zhang

doi:10.54097/ijeh.v9i2.9933

Authors

Yimeng Zhang
Shuanghua Zhang

DOI:

https://doi.org/10.54097/ijeh.v9i2.9933

Keywords:

Embodied cognition, Preschool teacher training, Dilemma, Breakthrough.

Abstract

Preschool teacher training is an effective way to promote the professional development of Preschool teacher. Embodied cognition emphasizes the important role of body participation in teachers' learning and advocates the harmonious unity of body, mind and situation. Using the embodied cognition theory, Preschool teacher 'training has the realistic dilemma of "de-somatization" of training objectives, "de-practicality" of training content, "de-experientialization" of training methods, and "de-contextualization" of training places.

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