The fields of medicine and health care continue to demonstrate the benefits of mindfulness-based practice for stress reduction and well-being. Research is also beginning to reveal the professional benefits of mindfulness training with human service professionals, as well as the impact with children and youth, and more broadly within the field of education and human development. This qualitative action research study uses a grounded theory approach to elucidate the added value of the Mindfulness-Based Wellness Education (MBWE) program within three main areas of teacher education: dispositional development, content knowledge, and instructional repertoire. Two years being engaged in the iterative process of teaching, interviewing teacher candidates, and program development brought forth five main themes: (1) Personal and Professional Identity, Reflective Practitioner, (3) Constructivist Learning & Holistic Vision of Teaching, (4) Social and Emotional Competence on Practicum, and (5) Engagement in Teacher Education. Additional findings outline key curricular and pedagogical components of the MBWE program that facilitate teacher candidate learning. Finally, a holistic model of pedagogical well-being presents an avenue for understanding the integration of mindful wellness into teacher education, and the K-12 classroom.

The fields of medicine and health care continue to demonstrate the benefits of mindfulness-based practice for stress reduction and well-being. Research is also beginning to reveal the professional benefits of mindfulness training with human service professionals, as well as the impact with children and youth, and more broadly within the field of education and human development. This qualitative action research study uses a grounded theory approach to elucidate the added value of the Mindfulness-Based Wellness Education (MBWE) program within three main areas of teacher education: dispositional development, content knowledge, and instructional repertoire. Two years being engaged in the iterative process of teaching, interviewing teacher candidates, and program development brought forth five main themes: (1) Personal and Professional Identity, Reflective Practitioner, (3) Constructivist Learning & Holistic Vision of Teaching, (4) Social and Emotional Competence on Practicum, and (5) Engagement in Teacher Education. Additional findings outline key curricular and pedagogical components of the MBWE program that facilitate teacher candidate learning. Finally, a holistic model of pedagogical well-being presents an avenue for understanding the integration of mindful wellness into teacher education, and the K-12 classroom.

The impact that a teacher can have on their students is monumental. Teachers often are the only consistent figure of authority that a student sees. Therefore, a vulnerable and conformable environment is crucial for students, so they can share their needs and in return have them met. With this in mind, teachers must consider forming their classroom environment, because of how it is received by the students. This study examined the impact that a teacher’s disposition can have on the response of a student through a six-question interview by analyzing the number of words spoken by the students depending on the disposition of the teacher used to ask the question. This study aimed to identify the possible impacts of teacher disposition on student responses using a sample of 17 elementary aged students attending a summer reading clinic at a Florida university. After a face-to-face, six-question interview was administered to the students, results showed some students made a overall shift towards more words spoken when the question was asked in an interested or neutral disposition. These results demonstrate the potential impact of teacher disposition on student response in the classroom. The results of this study complement past research, which has shown that classrooms in a welcoming and comfortable environment are more likely for students to share their needs, leading to success for both students and teacher.

A teacher's disposition is a valued factor in special education; however, preservice teacher training in California higher education institutions does not require a focus on dispositions. The purpose of this quantitative correlational study was to examine whether common dispositions were associated with retention among teachers with comparable experience and preparation in special education. The study was grounded in constructivist learning theories including experiential learning, transformational learning, reflective practice, communities of practice, and situated learning. Data collection included responses to the Teacher Dispositions Index survey from 28 teachers in the partner school district. Results of multiple regression analyses indicated that effective communication and commitment to ethical professional behavior were common dispositions among persistent special education teachers. This research study affirmed special education teacher dispositions are difficult to define and assess. Future research is recommended regarding the dispositions of effective communication, commitment to ethical professional behavior, and supplemental dispositions present in the teaching profession. The doctoral project included a professional development seminar to foster persistence among special education teachers. Results may be used to increase percentages of persistent teachers in special education programs.

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