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Integrating mindfulness and connection practices into preservice teacher education improves classroom practices
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- 자료유형학술지논문
- 저자명Hirshberg, Matthew J.,Flook, Lisa,Enright, Robert D.,Davidson, Richard J.
- 학회/출판사/기관명Elsevier Science B.V., Amsterdam.
- 출판년도2020
- 언어영어
- 학술지명/학위논문주기Learning and instruction
- 발행사항Vol.66No.-[2020]_x000D_
- ISBN/ISSN0959-4752
- 소개/요약Teachers vary in their ability to enact effective teaching practices. We randomly assigned 88 early education preservice teachers to standard teacher education or teacher education plus a 9-week mindfulness-based intervention. Using the Classroom Assessment Scoring System (CLASS) as our primary outcome, we assessed effective teaching practices at baseline and at a 6-month follow-up that occurred during full-time student teaching. Mindfulness, negative affect, and well-being were assessed at baseline, post-test, and follow-up. At follow-up, we observed significant GROUP × time interactions on all major CLASS domains: Instructional supports, Emotional supports, and Classroom organization favoring the intervention group (Cohen's d's 0.53-0.65). Daily mindfulness practice was significantly associated with intervention group improvements on Instructional supports (r = .39) and Classroom organization (r = .38). No group differences were observed on negative affect or well-being. Implications for teacher education are discussed.
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