A thriving and evolving pool of research and commentary is emerging in relation to the integration of mindfulness techniques in school and out-of-school settings. In the current study the author ex...

Responsibility for Nurturing a Child's Wellbeing: Teachers Teaching Mindfulness with Children.

This dissertation uses a Zen koan as a foundation for discussing teacher training and development. It suggests that teacher training attends to issues of theory, pedagogy, and technology, and it contends that teacher training and development does not adequately attend to the intrapersonal aspect of teaching. In spite of the use of reflective techniques in teacher education, teachers are not trained in a significant way to navigate, negotiate, or manage the issues of identity, the issues of self-belief, the patterns of thought, and/or the emotional patterns, which affect their teaching and their classrooms. This work looks at research regarding the importance of the intrapersonal aspect of teaching in relation to teacher effectiveness and classroom climate; it considers current practices in pre-service and in-service teacher training; and it reviews research related to the efficacy of mindfulness and contemplative practices, such as meditation. It argues that the intrapersonal aspect of teaching is relevant to teacher effectiveness and classroom climate; that contemplative and mindfulness practices may offer systems that support and sustain teachers as they navigate, negotiate, and manage the intrapersonal aspect of teaching; and that pre-service and in-service professional development may provide vehicles to deliver this training.

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Zen in the Art of Teaching: Contemplative/Mindfulness Practice in the Professional Development of Teachers

Formal mindfulness-based wellness education (MBWE) and related practices are being increasingly used in a variety of human services as interventions for individuals and groups susceptible to stress related problems and burnout. A growing body of research literature supports the use of MBWE training programs and practices in the field of education. This qualitative study focuses on the value of MBWE in pre-service education programs as a tool for emotional regulation, stress management and achievement of educational goals. Data is drawn from narratives provided by eight University of Toronto teacher trainees, four of whom had received formal mindfulness- based wellness education. Journal entries and interview-generated narratives document teacher perceptions about the potential of mindfulness training and practice in facilitating professional and personal goals. Interview responses and journals provide narratives which give voice to pre-service teachers’ concerns about stress management related to teaching, and professional roles, as well as interpersonal skills with colleagues, students, parents, and administrators. This paper suggests that for teachers who are seeking strategies for coping with stress, mindfulness may have a role to play in increasing teachers’ resilience by promoting internal resources to buffer the emotional aspects of their work. These narratives provide evidence that mindfulness training can be used as a
coping mechanism. Participants who had enrolled in “Stress and Burnout: Teacher and Student Applications” expressed a readiness and openness to learn more about stress, as well as strategies to reduce it. Insights are provided for curriculum planning for teacher education programs. Narratives and teacher journaling are recommended for further inquiries into factors for support of introduction and implementation of mindfulness- based wellness education programs for teachers, as well as for offering similar strategies for use by students in the classroom.

Key words: Self-efficacy, Wellness, Stress, Resilience, Interpersonal Skills

Teachers Narratives and Coping with Stress: The Role of Mindfulness

In this paper, we utilized Gilligan’s listening guide as anchored on Hermans’ Dialogical Self Theory to explore the process of embodying mindfulness. The results of the analysis highlight not only ...

Finding the Introspective Voice: Listening to Public School Teachers’ Narratives of Their Mindfulness Journey

Across the globe mindfulness is taking a prominent role in a child's education. Research in this field is also expanding rapidly, but failing to keep pace with the practical implementation of mindfulness programs in schools. In the current study the authors address some of the research gaps - reporting on the experiences of two school counsellors introducing mindfulness to thirty-eight New Zealand elementary school students. The methodologies of Thematic Analysis and Interpretative Phenomenological Analysis were used to understand the children and counsellors' perspectives and experiences. Four super-ordinate themes captured the essence of how the school counsellors made sense of child-based mindfulness instruction: Support Factors; Facilitator Engagement; Motivation and Benefits of Sharing Mindfulness with Children; and Program Adaptions and Additions. A number of recommendations are suggested to help progress the research field and the practical implementation of mindfulness in schools.

Rome Wasnt Built in a Day: School Counsellors Perspectives of Teaching Children Mindfulness

/pdf/exploring-mindfulness-the-full-teacher-experience-4px47ki3so.pdf

Exploring Mindfulness: The full teacher experience

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Exploring Mindfulness: The full teacher experience