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ERIC Number: EJ1186497
Record Type: Journal
Publication Date: 2018
Pages: 12
Abstractor: As Provided
ISSN: ISSN-2373-5082
Mindfulness--Seeping through the Cracks in the American Context of Teacher Education
Powietrzynska, Malgorzata; Noble, Linda
Learning: Research and Practice, v4 n1 p66-77 2018
In the context of the United States, we provide our rationale for infusing mindfulness-based interventions (MBIs) into a graduate-level teacher education course. In our philosophy and pedagogical approach we attempt to counterbalance an individualistic, divisive, oppressive, and often dehumanising nature of education. Adopting Richard Davidson's wellness framework, we describe how our use of MBIs, including breathing meditation, heuristics, free-writing, and cogenerative dialogues, may contribute to cultivating components of integrated teacher well-being. Mindfulness is framed as a relational construct and as a part of a toolkit which educators may access in their professional and personal lives. Drawing on data obtained through an end-of-semester feedback survey, we provide a brief analysis of students' perceptions of the value of mindfulness practices in teacher preparation and beyond.
Taylor & Francis. 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:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A