Embodied Education and Teacher Professional Development: Re-thinking the Body in Educational Practice

This Article explores the paradigm of Embodied Education as an innovative and transformative Pedagogical perspective for the professional development of teachers. Based on an epistemological approach that recognizes the body as a primary site of knowledge and relationship, the paper analyzes the theoretical and practical implications of integrating cor-poreality into training processes. The main conceptual references are outlined, with particular attention to the dialogue between Pedagogy, Neuroscience, Phenomenology, and Cognitive Sciences, and methodological proposals and best practices for renewing training devices are presented. The Article also discusses the potential of the embodied approach in promoting reflective, relational, and ethical competencies, highlighting the need for a systemic shift in the currently used educational and evaluative models. The conclusions emphasize how Embod-ied Education can provide a pedagogically groundedand culturally sustainable response to the challenges of contemporary education, restoring centrality to the body as an integral dimen-sion of teaching professionalism.