Embodied learning is a holistic approach to education that takes into consideration the
inclusion of the body in learning, students’ awareness of self, and their connection with
place and those around them. The current study sought to uncover ways in which
elementary school teachers in British Columbia were adapting classroom spaces to
engage student bodies in learning process. Two teachers from different regions of the
province were interviewed about their experiences with embodied learning. Physical
hurdles such as the restrictive nature of the space within which they worked, and
systemic hurdles such as student / teacher expectations about teaching and learning
experiences and relationships, assessment and pedagogy practices, and a lack of clarity
about the purpose of education were identified as challenges that teachers hoping to
embrace embodied learning would have to overcome. / Graduate
| Identifer | oai:union.ndltd.org:uvic.ca/oai:dspace.library.uvic.ca:1828/9641 |
| Date | 09 July 2018 |
| Creators | Gianakos, Kevin |
| Contributors | Sanford, Kathy |
| Source Sets | University of Victoria |
| Language | English, English |
| Detected Language | English |
| Type | Thesis |
| Format | application/pdf |
| Rights | Available to the World Wide Web |
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