Teacher noticing as embodied ecological enactment: an embodied–ecological–enactive model
This paper addresses limitations of traditional cognitivist models of teacher noticing by proposing an embodied–ecological–enactive model grounded in the pragmatic synthesis of three complementary theoretical perspectives. We examine how teachers engage bodily processes in perception (embodied persp...
Furkejuvvon:
| Váldodahkkit: | , , |
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| Materiálatiipa: | Artigo |
| Giella: | Inglês |
| Almmustuhtton: |
Frontiers Media S.A.
2026-05-01
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| Ráidu: | Frontiers in Education |
| Fáttát: | |
| Liŋkkat: | https://www.frontiersin.org/articles/10.3389/feduc.2026.1790885/full |
| Fáddágilkorat: |
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