The embodied nature of narrative knowledge: A cross-study analysis of embodied knowledge in teaching, learning, and life

Craig, Cheryl J.; You, Jeong Ae; Zou, Yi Ming; Verma, Rakesh M.; Stokes, D. W.; Evans, Paige K.; Curtis, Gayle A.

doi:10.1016/j.tate.2018.01.014

Cited by 53 publications

(19 citation statements)

References 37 publications

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“…Moreover, I have followed Professor Craig's work for many years and am aware of her international reputation in experiential school-oriented thought. I do not know with certainty that her Asian studies influenced the holistic interdisciplinary thinking evident in this book (Craig et al, 2018). But the shape of the teachHOUSTON project and of the book built around it is consistent with the philosophical and practical trajectory of Craig's work.…”

Section: F Michael Connellymentioning

confidence: 85%

Prelims

2021

Advances in Research on Teaching

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Section: F Michael Connellymentioning

confidence: 85%

Prelims

2021

Advances in Research on Teaching

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“…“What is that teachers need to know if they are to help students make sense of the world in the early 21st century?” This question, posed by Holden and Hicks ( 2007 , p. 13), has been asked for the past 20 years or so, and has been the subject of research in the field of educational science on teacher knowledge (Zembylas, 2007 ; Craig et al, 2018 ; Deng, 2018 ). Shulman ( 1987 ) classification provides an institutional view of the knowledge and skills specific to teaching.…”

Section: Introductionmentioning

confidence: 99%

Knowledge Mobilized in Teacher–Student Interactions in PE in Difficult Vocational High School Classes: Enacted Knowledge

Girard

Vors

2021

Front. Psychol.

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Introduction: Our study aims to analyze the enactive knowledge mobilized during teacher–student interactions in physical education lessons with difficult classes in vocational high school. These classes are considered “difficult” because they concentrate a large number of pupils who are referred to them because they have no choice. This lack of choice makes it difficult for these pupils to engage in school work and is the cause of deviant behavior and school dropout.Methods: This study was conducted within the methodological and theoretical research program of the course of action. We analyzed the individual activity of nine teachers and 18 students during a PE lesson by collecting audiovisual data and conducting self-confrontation interviews. These data were processed in several stages: transcription, identification, and typification of the components of the experience.Results: The results show mutual active knowledge between the teacher and the “difficult” students: emerging from the context, anchored in a dynamic of experience, coupled with the concerns of actors. The teacher classifies the profiles of students according to their reaction to authority and their difficulties, by spotting students' “thermometers” of the class climate. Some of the knowledge of students is coupled with their concerns to avoid boredom, to avoid trouble with the teacher, and to avoid trouble with their friends.

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“…Many traditional approaches to teaching content-area subjects do not account for what is understood about the construction of knowledge, the learning process, and critical cognitive actions that must take place for meaningful learning to occur (Craig et al, 2018). To construct knowledge (as opposed to memorizing someone else's understanding of it), learners must understand the information in relation to what they already know and to their own experiences (Karim et al, 2010;Ren & Zhao, 2020).…”

Section: Introductionmentioning

confidence: 99%

Knowledge Acquisition Practices and Reading Comprehension Skills of the Learners in Hilongos South District, Leyte Division, Philippines

Tavera¹,

Casinillo²

2020

j. pendidik. indonesia.

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The main purpose of this study was to determine the knowledge acquisition practices and reading comprehension of the learners in Hilongos South District, Leyte Division, Philippines. This study adopted the descriptive-survey and correlational method of research. This method tried to explore and describe the prevailing knowledge acquisition practices obtained in a particular place or situation; the reading level of the learners in terms of prior knowledge and vocabulary, and their reading comprehension as well as the extent of relationship among the variables was portrayed. The analysis and interpretation of the data led to the following findings: the knowledge acquisition practices of learners, teachers and parents were all very satisfactory, the learners had satisfactory prior knowledge and very satisfactory vocabulary level, the reading comprehension of the learner-respondents was very satisfactory. Furthermore, there were significant relationships between knowledge acquisition practices of learners and their prior knowledge, vocabulary and knowledge acquisition practices of teachers versus vocabulary level of the learners. There were also significant relationships between prior knowledge and vocabulary to the reading comprehension of the learners.

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The embodied nature of narrative knowledge: A cross-study analysis of embodied knowledge in teaching, learning, and life

Cited by 53 publications

References 37 publications

Prelims

Prelims

Knowledge Mobilized in Teacher–Student Interactions in PE in Difficult Vocational High School Classes: Enacted Knowledge

Knowledge Acquisition Practices and Reading Comprehension Skills of the Learners in Hilongos South District, Leyte Division, Philippines

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