Embodied Education and Teacher University Training. Experiential Learning and Embodied Metaphorical Creativity: towards a professio-nal development model. A Methodological Reflection.
Parole chiave:
Embodied Cognition; Embodied Metaphorical Creativity; Experiential Learning; University Teacher Training, Professional DevelopmentAbstract
The paper develops the theme of the professional development of university teachers starting from the scientific approach of Embodied Education with particular reference to the paradigm of Embodied Cognition and the construct of creativity to promote professinal skills. The interest stems from the recognition that creativity is an essential skill to support a renewed quality of teaching in the academic context and the Radical Embodied Cognitive Science (RECS), from the point of view of the 4E cognition and Embodied Creativity could offer a framework for future developments. A methodological reflection is proposed on the development of an Integrated Experiential Training model based on Experiential Learning and Embodied Metaphorical Creativity that uses dynamic systems (body-mind-environment-emotions) that could provide new insights into the development of creative skills in university teachers and innovative educational practices in academia. This article does not intend to prescribe actions for educators. We invite readers to consider the content as an innovative pedagogical approach, oriented towards a possible remodeling of training.
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