Mindfulness – seeping through the cracks in the American context of teacher education
Małgorzata Powietrzyńska, Linda M. Noble
Learning Research and Practice January 2, 2018 DOI: 10.1080/23735082.2018.1428140 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Qualitative study Peer reviewed |
|---|---|
| Population | Graduate-level teacher education students in the United States |
| Interventions | Mindfulness-based interventions breathing meditation heuristics free-writing cogenerative dialogues |
| Topics | Meditation |
| Citations | 7 |
| Key findings | The authors argue that infusing mindfulness-based interventions into teacher education, including breathing meditation, heuristics, free-writing, and cogenerative dialogues, may cultivate components of integrated teacher well-being. They frame mindfulness as a relational construct and a toolkit for educators' professional and personal lives, and present a brief analysis of student survey feedback on the value of these practices. |
Abstract
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.
Comparable studies
Other qualitative studies on meditation, most cited first.
Citations in the library
Cites 4
- Contemplative Practices and Mental Training: Prospects for American Education Child Development Perspectives April 23, 2012
- Mindfulness practice as a teaching-learning strategy in higher education: A qualitative exploratory pilot study. Nurse Education Today March 2017
- MINDFULNESS GOES TO SCHOOL: THINGS LEARNED (SO FAR) FROM RESEARCH AND REAL-WORLD EXPERIENCES. Psychology in the Schools November 30, 2016
- Mindfulness-based interventions in schools—a systematic review and meta-analysis Frontiers in Psychology June 30, 2014