Using Contemplative Practice for Pre-service Teacher Healing
Kelsey L. Evans-Amalu, Thomas Lucey, Miranda Lin
Journal of Curriculum Studies Research August 4, 2024 DOI: 10.46303/jcsr.2024.9 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Theoretical or philosophical paper Peer reviewed |
|---|---|
| Topics | Meditation |
| Key points | Argues that teacher education should be reoriented around the whole person rather than isolating preservice teacher development to theory, content, and skills, and proposes exploring citizenship, wholeness, wellbeing, and preservice teachers' perceptions of spirituality and mindfulness. |
Abstract
There is a critical need to create a shift in curriculum that is framed around the whole person rather than isolating a pre-service teacher’s development solely to theory, content, and skills. This paper explores ways to promote citizenship, sustain preservice teacher wholeness and wellbeing, and examine preservice teacher perceptions of spirituality and mindfulness.