ABSTRACT

This study aims to explore the practical meaning of embodied cognition-based music instruction in pre-service elementary teacher education. To this end, a four-session music lesson grounded in embodied cognition theory was designed and implemented in the Music Teaching Materials and Methods course at A University of Education, with 28 pre-service teachers participating. Data were collected from activity sheets, reflective journals, observation notes, and in-depth interviews with five volunteers, and analyzed using qualitative case study methods. The findings indicate that pre-service teachers reconstructed abstract musical concepts-such as beat, meter, rhythm, tonality, and harmony-into concrete and embodied forms of knowing through bodily movement and sensory experience. Pre-service teachers also came to view music as a subject that can be explored and created through various media, including digital tools. Furthermore, relational interactions with peers and the instructor supported expansion of these experiences and contributed to the formation of their identities as future music teachers.

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