THE ROLE OF EMBODIED LEARNING IN PREPARING FUTURE PRIMARY SCHOOL TEACHERS TO USE EDUCATIONAL GAMES

This article examines the role of embodied learning in developing future primary school teachers' methodological readiness to use educational games. Drawing on embodied cognition, experiential learning, and game-based pedagogy, the study explores how purposeful movement, symbolic representation, and reflective activities can contribute to instructional competence. Particular attention is given to the Living Knowledge ("Jonli bilim") method, developed by O. M. Jakbarova within her ongoing doctoral research, as an illustrative approach to transforming abstract concepts into interactive learning experiences. Based on theoretical analysis, the article proposes a conceptual framework comprising five interconnected components: conceptual representation, interactive participation, sensory-motor experience, reflective interpretation, and pedagogical adaptation. The findings of the theoretical analysis suggest that embodied learning may support prospective teachers in designing, organizing, and evaluating educational games aligned with instructional objectives. The article concludes that embodied learning represents a promising complementary approach to teacher preparation, while emphasizing the need for further empirical validation.