461 KB0 KB200520262026Bogatić, KatarinaSimel Pranjić, SanjaŽižanović, Senkaštevilka:2letnik:77str. 140-165ISSN:0038-0474DOI:10.63384/spB62z889aCOBISSID_HOST:284563459URN:URN:NBN:SI:doc-A71RV7FOenZveza društev pedagoških delavcev SlovenijeSodobna pedagogikabody-mind dialecticdialektika telesa in umadodiplomski študentjelearning experiencespedagogikapedagogyučne izkušnjeundergraduate studentsUnderstanding embodied learning| A qualitative study with pedagogy students in Croatia|The dialectical relationship between body and mind in learning requires a re-examination of both teaching practices and the broader aims of education. Although studies have consistently demonstrated the benefits of embodied approaches for deeper and more sustainable learning, these approaches remain insufficiently integrated into educational practice. This gap highlights the need to consider how future pedagogues (and teachers) can be supported in developing these approaches during their initial education. The aim of this study was to gain insight into how students double majoring in pedagogy understand embodied learning within the context of initial teacher and pedagogue education in Croatia. Three methods were employed: analysis of study programmes, a student-led classroom tour, and a focus group with eight undergraduate students double majoring in pedagogy. Data sources included recordings, notes, and photographs from the tour, as well as transcriptions of the focus group discussion, all of which were subjected to thematic analysis. The findings revealed that students recognised embodied learning as valuable but continued to perceive the classroom space as sedentary. The study also identified challenges related to students’ bodily self-perception in relation to learning and movement, which may influence their ability to apply embodied learning approaches in practice. Particular attention should therefore be given to preparing future pedagogues and teachers through experiential learning situated within their sociocultural context as a necessary foundation for meaningful changes in practiceDialektični odnos med telesom in umom pri učenju zahteva ponovni premislek o pedagoških praksah in širših ciljih izobraževanja. Raziskave dosledno potrjujejo prednosti utelešenih pristopov za globlje in trajnejše učenje, ki pa so v vzgojno-izobraževalno prakso še vedno vključeni nezadostno. Zaradi te vrzeli je potreben razmislek, kako med začetnim izobraževanjem podpreti bodoče strokovne delavce pri razvijanju tovrstnih pristopov. Namen raziskave je bil pridobiti vpogled v to, kako dvopredmetni študenti pedagogike razumejo utelešeno učenje v okviru začetnega izobraževanja učiteljev in pedagogov na Hrvaškem. Uporabljene so bile tri metode: analiza študijskih programov, študentsko voden ogled učilnice in fokusna skupina z osmimi dodiplomskimi dvopredmetnimi študenti. Podatke smo pridobili s posnetki, zapiski in fotografijami z ogleda ter s prepisi razprave fokusne skupine, analizirali pa smo jih s tematsko analizo. Ugotovitve kažejo, da študenti utelešeno učenje prepoznavajo kot dragoceno, vendar učni prostor še vedno dojemajo kot pretežno sedeč. Raziskava je razkrila tudi izzive, povezane s telesnim samodoživljanjem študentov v povezavi z učenjem in gibanjem, kar predstavlja pomemben dejavnik pri udejanjanju utelešenega učenja v praksi. Prispevek se zaključuje s poudarkom, da je treba posebno pozornost nameniti opremljanju bodočih pedagogov in učiteljev z izkušnjami, umeščenimi v njihov sociokulturni kontekst, saj to predstavlja nujno osnovo za smiselne spremembe v praksiTEXTznanstveno časopisjejournalsSlovenian National E-content AggregatorNational and University Library of SloveniaZveza društev pedagoških delavcev Slovenije