Mindfulness Practice in Initial Teacher Education: Preparing Educators for the Rigors of Teaching

• In Event: Marriott Roundtable Session 79
  In Roundtable Session: Teaching, Teachers, and Mindfulness

Abstract

This study employed a qualitative approach and examines how teacher candidates experienced being introduced to mindfulness practices within their two-year program. 103 participants were surveyed for a larger study and 10 of these participants were interviewed for this study. Findings illustrate the majority of participants experienced some initial feelings of skepticism or resistance. However, for many, these feelings changed to much more positive responses. They attributed this change to the opportunity to participate in regular practice over time within the structured context of the course, to learning about and discussing research related to cognitive, physical, and emotional benefits of mindfulness practice, and to the noticeable impact on their personal and professional lives.

Author

• Shelley Murphy, OISE/University of Toronto