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.
| Identifer | oai:union.ndltd.org:LACETR/oai:collectionscanada.gc.ca:OTU.1807/31943 |
| Date | 11 January 2012 |
| Creators | Soloway, Geoffrey B. |
| Contributors | Miller, Jack |
| Source Sets | Library and Archives Canada ETDs Repository / Centre d'archives des thèses électroniques de Bibliothèque et Archives Canada |
| Language | en_ca |
| Detected Language | English |
| Type | Thesis |
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