NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1132700
Record Type: Journal
Publication Date: 2017
Pages: 9
Abstractor: As Provided
Reference Count: 37
ISBN: N/A
ISSN: ISSN-0009-4056
Mindfulness Practices in Mentoring and Teaching
Trube, Barbara
Childhood Education, v93 n2 p159-167 2017
Mentoring, including peer mentoring, is a key element of teacher education programs and subsequent teaching practice. In order to share the benefits of mindfulness practices, a faculty member in a state university in the Midwestern United States promoted the practice of mindfulness by teacher candidates enrolled in her courses. As members of a learning community, teacher candidates are encouraged to engage in and reflect upon mindfulness practices during their junior- and senior-level courses, and in feedback-reflection sessions for clinical-field experiences and professional internships. The intention is to promote the transformation of teacher candidates in prekindergarten through grade 3 (P-3) programs, through peer mentoring and mindful engagement. Examples of activities are presented, and findings from a peer-mentoring study promoting mindfulness are shared.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education; Early Childhood Education; Preschool Education; Kindergarten; Primary Education; Grade 1; Elementary Education; Grade 2; Grade 3
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A