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Embodied learning in microteaching: from knowing to enacting.

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Title: Embodied learning in microteaching: from knowing to enacting.
Authors: Kang, Joohoon
Source: ELT Journal: English Language Teaching Journal. Jul2026, Vol. 80 Issue 3, p377-387. 11p.
Subject Terms: *Microteaching, *Reflective learning, *Teacher competencies, *English language education, *English teachers, *Teacher education, *Teaching methods
Geographic Terms: South Korea
Abstract: This qualitative multiple case study investigates how microteaching supports the development of embodied pedagogical competence and teacher identity among English majors outside formal teacher education programmes in Korea. Although participants entered the course with theoretical knowledge, the first microteaching cycle revealed difficulties in task launch, interactional control, and classroom presence. Utilizing video-supported reflection and peer feedback, participants redesigned lessons in a second cycle. Findings show three shifts: participants moved from procedural replication to context-responsive adaptation; embodied strategies such as gesture and stance became more intentional; and identity evolved as learners negotiated new teacher roles. The study suggests that iterative microteaching can bridge the gap between knowing about teaching and enacting it, providing a compact practicum for English majors without school placements. Implications for designing reflective microteaching in ELT are discussed. [ABSTRACT FROM AUTHOR]
Copyright of ELT Journal: English Language Teaching Journal is the property of Oxford University Press / USA and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: This qualitative multiple case study investigates how microteaching supports the development of embodied pedagogical competence and teacher identity among English majors outside formal teacher education programmes in Korea. Although participants entered the course with theoretical knowledge, the first microteaching cycle revealed difficulties in task launch, interactional control, and classroom presence. Utilizing video-supported reflection and peer feedback, participants redesigned lessons in a second cycle. Findings show three shifts: participants moved from procedural replication to context-responsive adaptation; embodied strategies such as gesture and stance became more intentional; and identity evolved as learners negotiated new teacher roles. The study suggests that iterative microteaching can bridge the gap between knowing about teaching and enacting it, providing a compact practicum for English majors without school placements. Implications for designing reflective microteaching in ELT are discussed. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of ELT Journal: English Language Teaching Journal is the property of Oxford University Press / USA and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1093/elt/ccag021
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      – Code: eng
        Text: English
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        PageCount: 11
        StartPage: 377
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      – SubjectFull: Microteaching
        Type: general
      – SubjectFull: Reflective learning
        Type: general
      – SubjectFull: Teacher competencies
        Type: general
      – SubjectFull: English language education
        Type: general
      – SubjectFull: English teachers
        Type: general
      – SubjectFull: Teacher education
        Type: general
      – SubjectFull: Teaching methods
        Type: general
      – SubjectFull: South Korea
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      – TitleFull: Embodied learning in microteaching: from knowing to enacting.
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              M: 07
              Text: Jul2026
              Type: published
              Y: 2026
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