Journal ArticleDOI
Mindfulness Training and Teachers' Professional Development: An Emerging Area of Research and Practice
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TLDR
In this paper, the authors focus on how mindfulness training (MT) programs for teachers, by cultivating mindfulness and its application to stress management and the social-emotional demands of teaching, represent emerging forms of teacher professional development (PD) aimed at improving teaching in public schools.Abstract:
This article focuses on how mindfulness training (MT) programs for teachers, by cultivating mindfulness and its application to stress management and the social-emotional demands of teaching, represent emerging forms of teacher professional development (PD) aimed at improving teaching in public schools. MT is hypothesized to promote teachers' “habits of mind,” and thereby their occupational health, well-being, and capacities to create and sustain both supportive relationships with students and classroom climates conducive to student engagement and learning. After defining mindfulness and its potential applications in teacher education and PD, this article discusses emerging MT programs for teachers, a logic model outlining potential MT program effects in educational settings, and directions for future research.read more
Citations
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Mindfulness-based interventions in schools - A systematic review and meta-analysis
TL;DR: All in all, mindfulness-based interventions in children and youths hold promise, particularly in relation to improving cognitive performance and resilience to stress, however, the diversity of study samples, variety in implementation and exercises, and wide range of instruments used require a careful and differentiated examination of data.
Journal ArticleDOI
Mindfulness training and reductions in teacher stress and burnout: Results from two randomized, waitlist-control field trials.
Robert W. Roeser,Kimberly A. Schonert-Reichl,Amishi P. Jha,Margaret Cullen,Linda Wallace,Rona Wilensky,Eva Oberle,Kimberly Thomson,Cynthia Taylor,Jessica Harrison +9 more
TL;DR: The effects of randomization to mindfulness training (MT) or to a waitlist-control condition on psychological and physiological indicators of teachers' occupational stress and burnout were examined in two field trials as discussed by the authors.
Journal ArticleDOI
Mindfulness for Teachers: A Pilot Study to Assess Effects on Stress, Burnout, and Teaching Efficacy
TL;DR: Results suggest the modified Mindfulness-Based Stress Reduction course may be a promising intervention, with participants showing significant reductions in psychological symptoms and burnout, improvements in observer-rated classroom organization and performance on a computer task of affective attentional bias, and increases in self-compassion.
Journal ArticleDOI
Improving classroom learning environments by Cultivating Awareness and Resilience in Education (CARE): Results of a randomized controlled trial.
TL;DR: Evaluation data showed that teachers viewed CARE as a feasible, acceptable, and effective method for reducing stress and improving performance, and suggested that the CARE program has promise to support teachers working in challenging settings and consequently improve classroom environments.
Journal ArticleDOI
Impacts of the CARE for Teachers program on teachers’ social and emotional competence and classroom interactions
Patricia A. Jennings,Joshua L. Brown,Jennifer L. Frank,Sebrina L. Doyle,Yoonkyung Oh,Regin T. Davis,Damira Rasheed,Anna DeWeese,Anthony A. DeMauro,Heining Cham,Mark T. Greenberg +10 more
TL;DR: CARE for Teachers as discussed by the authors is a mindfulness-based professional development program designed to promote teachers' social and emotional competence and improve the quality of classroom interactions, using a cluster randomized trial design involving 36 urban elementary schools and 224 teachers.
References
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Journal ArticleDOI
Mindfulness : A proposed operational definition
Scott R. Bishop,Mark A. Lau,Shauna L. Shapiro,Linda E. Carlson,Nicole D. Anderson,James Carmody,Zindel V. Segal,Susan E. Abbey,Michael Speca,Drew M. Velting,Gerald M. Devins +10 more
TL;DR: In this paper, a two-component model of mindfulness is proposed and each component is specified in terms of specific behaviors, experiential manifestations, and implicated psychological processes, and discussed implications for instrument development and briefly describing their own approach to measurement.
Journal Article
Preparing teachers for a changing world : what teachers should learn and be able to do
TL;DR: The conceptos centrales and pedagogias centrales deberian estar en el corazon de cualquier programa de formación docente as discussed by the authors, a partir de los resultados de una comision patrocinada por la Academia Nacional de Educacion, recomienda la creacion de un plan de estudios de formacion docente informado con los elementos comunes que representan los estandares mas avanzados for la profesion.
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The Prosocial Classroom: Teacher Social and Emotional Competence in Relation to Student and Classroom Outcomes:
TL;DR: In this article, the authors propose a model of the prosocial classroom that highlights the importance of teachers' social and emotional competence (SEC) and wellbeing in the development and maintenance of supportive teacher-student relationships, effective classroom management, and successful social learning program implementation.
Journal ArticleDOI
Open Hearts Build Lives: Positive Emotions, Induced Through Loving-Kindness Meditation, Build Consequential Personal Resources
TL;DR: Discussion centers on how positive emotions are the mechanism of change for the type of mind-training practice studied here and how loving-kindness meditation is an intervention strategy that produces positive emotions in a way that outpaces the hedonic treadmill effect.