Mindfulness for Teachers: An Inclusive Review and Map of the Academic Discourse From 2002 to 2018

• In Event: Teacher Well-Being and Empowerment

Abstract

In the past decade, teacher learning programs focused on mindfulness have become increasingly noticeable. But how pervasive is this novel phenomenon and what exactly does it offer to teacher learning and professional development? Based on grounded theory methodology that takes peer-reviewed publications in this field as its data, this research presents an inclusive and detailed review and mapping of the field of mindfulness for teachers from 2002 to 2018. Applying descriptive statistics we present the main features of this sub-domain of teacher learning and development, discussing the aims associated with incorporations of the practice with teachers, the main modalities of implementation, the critiques, difficulties and the prospects of this field.

Authors

• Linor Lea Hadar, Beit Berl College

• Oren Ergas, Beit Berl College and Hebrew University