Free Public lecture - Empirical evidence of teacher embodied learning

When:22 May 2017, 4pm - 5:30pm
Venue:Room 119 John Goodsell Building, UNSW Kensington Campus
Who:Dr Pei Miao
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Empirical evidence of teacher embodied learning: Learning and implementing Total Physical Response in the rural and ethnic minority areas in China

Students in many rural and ethnic minority areas of China experience lower quality and less effective teaching in schools. They are simultaneously marginalized, disadvantaged in terms of both social and educational equity, since their everyday and situated experiences are more bodily, concrete and contextualized, distant from the speech codes of working-class groups which are legitimized as formal curriculum knowledge. Drawing on the use of total physical response (TPR) in assisting subject delivery in Yunnan, a southwest rural and ethnic province in China, this paper demonstrates how teacher embodied learning can be realized in teacher training, and then transferred to teaching practice, leading to the whole person engagement of the student in schooling in this particular Chinese context. A whole personal learning and development approach reinforces the inseparable agency of body and its experiential learning, thereby improving the peripheral situations of these students in the education system.

Pei MiaoAbout Dr Pei Miao

Dr. Pei Miao is an associated professor at Teacher Education Research Institute at the Faculty of Education, Beijing Normal University (BNU), as well as the Center for Teacher Education Research (CTER), which is one of the Key Research Institutes of Humanities and Social Sciences in Universities, being approved by Ministry of Education, P. R. China, in 2004. She received a PhD at University of Hong Kong, now is a doctoral supervisor at BNU. Dr. Pei is interested in Teacher learning and development, Second language learning and teaching, and so on. She has published more than 20 papers, several book chapters in these areas. Recent journal papers are, “Constructing school –based complex model of teacher learning system: Providing appropriate environment for teacher development”, “Constructing school-based teacher learning digital laboratory”, “Interpretation of teacher learning from the perspective of adult learning theory: Regressing teachers’ identity as adults”, “Conception evolvement of teacher education transform”, and so on.

All Public Lectures are registered at Professional Competence level with NESA (Formerly BOSTES) and are followed by a Q&A session with the presenter and light refreshments.

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Completing this workshop will contribute 1 hour of NESA Registered PD addressing Standards 6.2.2 from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher Accreditation in NSW.

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