Mindful Teaching and the Pedagogy of Well-Being

• In Event: Holistic Education in the Era of the Common Core’s More Complex Learning Agenda: Opportunities and Challenges

Abstract

Through a holistic self-study of teacher and teacher education practices (S-STEP), this paper examines a teacher educator’s exploration and integration of mindfulness in pedagogical practice. Mindfulness is described as the awareness that emerges through paying attention non-judgementally to the moment by moment experience of life. Using a wellness wheel and a reflective journal, an educator observed how the progression of a daily mindful practice impacted on personal and professional identity, on becoming a reflective practitioner and on developing a holistic vision of teaching. Results also demonstrated how mindfulness skills increased a sense of well-being and self-efficacy, leading to increased clarity and stability of attention. Furthermore, the positive impact on classroom practice and on interpersonal relationships with students was noted.

Author

• Karen Ragoonaden, The University of British Columbia