Pedagogy of movement integration: a threefold pedagogy grown through action research

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Abstract

An examination through an action research project on Movement Integration (MI) in Danish schools exposes a patchwork of learning thoughts and didactic considerations among teachers. Applying Illeris’s mapping of learning theories, the examination identified three MI categories: 1) MI and learning prerequisites informed by cognitivism, 2) MI and driving forces based on ideas of psychodynamics and 3) enactive MI informed by phenomenology. Each category aligns conceptions of learning, pedagogical implications and critical challenges. Together, they comprise a didactic tool that teachers can apply to navigate the pedagogical landscape of MI and plan and carry out coherent movement activities.
OriginalsprogEngelsk
TidsskriftPedagogies: An International Journal
Vol/bind19
Udgave nummer4
Sider (fra-til)559-576
Antal sider18
ISSN1554-4818
DOI
StatusUdgivet - 2024

Emneord

  • Læring, pædagogik og undervisning

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