ERIC Number: EJ1132690
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
Reference Count: 25
Mindfulness in Teacher Education: A Constructivist Approach to Stress Reduction for Teacher Candidates and Their Students
Hartigan, Barbara F.
Childhood Education, v93 n2 p153-158 2017
Mindfulness in teacher education, and especially early childhood special education, offers new teachers self-help methodologies that can relieve their personal stress while passing along these same strategies to the special education students in their classrooms. This study explores a constructivist approach to learning mindfulness in teacher candidates' first graduate early childhood special education class and asks these pre-service teachers to infuse mindfulness and mindfulness-based stress reduction techniques (MBSR) into their own classrooms.
Descriptors: Metacognition, Perception, Attention Control, Preservice Teachers, Preschool Teachers, Early Childhood Education, Special Education, Stress Management, Constructivism (Learning), Teaching Methods, Questionnaires, Pretests Posttests, Program Effectiveness, Journal Writing, Student Attitudes
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Preschool Education; Early Childhood Education
Authoring Institution: N/A