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Preparing Teacher Candidates for the Present: Investigating the Value of Mindfulness-Training in Teacher Education

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Handbook of Mindfulness in Education

Part of the book series: Mindfulness in Behavioral Health ((MIBH))

Abstract

The fields of medicine and health care continue to demonstrate the benefits of mindfulness-based practice for stress reduction and well-being. Research is beginning to elucidate the benefits of mindfulness training with human service professionals, as well as the impact with children and youth. This qualitative action research study uses a grounded theory approach to help uncover the value of mindfulness training as an elective course for teachers-in-training. Two years being engaged in the iterative process of teaching, interviewing teacher candidates, and program development brought forth five main themes: (1) Reflective Practice, (2) Teacher Identity, (3) Social and Emotional Competence and Well-being on Practicum, (4) Learning to Fail—Learning to Teach, and (5) Engagement in Teacher Education. Learning to be present can be viewed as a novel curriculum within Teacher Education for developing disposition, pedagogical skills, and wisdom for the classroom.

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Authors and Affiliations

  1. Mindwell, Bowen Island, BC, Canada

    Geoffrey B. Soloway

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  1. Geoffrey B. Soloway
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Correspondence to Geoffrey B. Soloway .

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Editors and Affiliations

  1. Dept Educational & Counselling Psyc, University of British Columbia, Vancouver, British Columbia, Canada

    Kimberly A. Schonert-Reichl

  2. Portland, Oregon, USA

    Robert W. Roeser

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Soloway, G.B. (2016). Preparing Teacher Candidates for the Present: Investigating the Value of Mindfulness-Training in Teacher Education. In: Schonert-Reichl, K., Roeser, R. (eds) Handbook of Mindfulness in Education. Mindfulness in Behavioral Health. Springer, New York, NY. https://doi.org/10.1007/978-1-4939-3506-2_12

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