Mindfulness Awareness Practice in Preservice Education

• In Event: 31.069 - Mindfulness, Wellness, and Transformation: Holistic Practices in Higher Education

Abstract

This qualitative study investigated the perspectives and experiences of recently graduated teacher candidates who learned about and participated in mindfulness practice while enrolled in a special education course within their teacher education program. 10 teachers were each interviewed for one hour. Findings illustrate the majority of participants experienced some initial feelings of skepticism or resistance. All 10 of the participants reported coming to understand and experience the benefits of mindfulness practice in both their personal and professional lives. They attributed this to the opportunity to participate in regular practice over time within the structured context of the course and the opportunity to learn about and discuss research related to cognitive, physical, and emotional benefits of mindfulness practice.

Author

• Shelley Murphy, OISE/University of Toronto