Mindfulness for in-service and preservice teachers: an empirical map of the discourse from 2000 to 2020

被引:3
作者
Hadar, Linor L. [1 ,2 ,3 ]
Ergas, Oren [1 ]
机构
[1] Beit Berl Coll, Fac Educ, Beit Berl, Israel
[2] Univ Haifa, Fac Educ, Dept Learning & Instructional Sci, Hefa, Israel
[3] Univ Haifa, Fac Educ, Dept Learning & Instructional Sci, Hefa, Israel
关键词
Mindfulness; teacher education; review; social-emotional competencies; PROFESSIONAL-DEVELOPMENT; EDUCATION; INTERVENTIONS; BURNOUT; STRESS; CHALLENGES; CLASSROOM; CONSTRUCT;
D O I
10.1080/02619768.2022.2153669
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
Over the past decade, teacher learning programmes focused on mindfulness have become increasingly noticeable. In this research we ask: How pervasive is the phenomenon of mindfulness for in-service and preservice teachers and what are the characteristics of publications of this discourse? What are the current strands that constitute the discourse of mindfulness for in-service and preservice teachers? This research presents a mapping of this discourse based on 177 papers published between 2000 and 2020 focused on implementations and conceptualisations of mindfulness for in-service and preservice teachers. Findings demonstrate that mindfulness for in-service and preservice teachers is growing rapidly with implementations focused on teacher self-care and an increasing focus on the cultivation of social-emotional competencies. While most implementations take the form of short-termed interventions for in-service teachers, mindfulness for pre-service teachers is becoming more noticeable and at times it is oriented towards broader aims concerned with teacher identity.
引用
收藏
页码:208 / 227
页数:20
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