Embodied cognition perspective: conceptual foundations, theoretical framework and enhancement strategies for teachers’ field learning power

Based on embodied cognition, teachers’ field learning power (FLP), emerges when educators engage directly within authentic instructional settings. This professional competence is driven by affective engagement (the primal driver), operationalised through professional discernment and reflective praxis (the experiential axis) and manifested via the interplay between teachers’ lived experiences and workplace dynamics. Three strategic pathways are proposed; first, vision crafting ignites participatory drive force, grounding professional growth in embodied experience; second, situated cognition strengthens embodied learning of FLP through deliberately designed learning processes; and third, comparative calibration elevates teachers’ FLP by adaptation and synthesis. Some potential insights are provided for teachers’ FLP.