American Journal of Educational Research
ISSN (Print): 2327-6126 ISSN (Online): 2327-6150 Website: Editor-in-chief: Ratko Pavlović
Open Access
Journal Browser
American Journal of Educational Research. 2017, 5(2), 221-224
DOI: 10.12691/education-5-2-18
Open AccessSpecial Issue

Mindfulness As a Teaching Disposition Begins with Educator Preparation Programs

Jane Devick Fry1, and Carol Klages2

1Associate Professor of Curriculum and Instruction- Literacy, University of Houston- Victoria, USA

2Associate Professor of Curriculum and Instruction- Social Studies , University of Houston- Victoria , Texas, USA

Pub. Date: February 25, 2017

Cite this paper:
Jane Devick Fry and Carol Klages. Mindfulness As a Teaching Disposition Begins with Educator Preparation Programs. American Journal of Educational Research. 2017; 5(2):221-224. doi: 10.12691/education-5-2-18


The purpose of this paper is to describe the significance of mindfulness as a teaching disposition that should be incorporated into educator preparation program curriculum. In addition, this paper includes guidelines to engage faculty in this process. Mindfulness in teaching creates a state of mind that encourages creativity, flexible use of information, improvement in student/teacher collaborations and identification of effective instructional strategies. Mindfulness as a teaching disposition has the potential to increase teacher retention, decrease student stress and promote an enriched classroom environment.

mindfulness educator preparation programs teacher retention

Creative CommonsThis work is licensed under a Creative Commons Attribution 4.0 International License. To view a copy of this license, visit


[1]  Bearman, S., Blake-Beard, S., Hunt, L., & Crosby, F. J. (2007). New directions in mentoring. In T.D. Allen L.T. Eby (eds.), The Blackwell handbook of mentoring: A multiple perspectives approach (pp.375-395). Malden, MA: Blackwell Publishing
[2]  Burrows, L. (2011). Relational Mindfulness in education. ENCOUNTER: Education for Meaning and Social Justice, 24, 24-29.
[3]  Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process. Boston: D.C. Heath and Company.
[4]  Fulton, P. (2005). Mindfulness as clinical training. In Mindfulness and psychotherapy, edited By C. Germer, R. Siegal, & P. Fulton. New Yorik: Guilford Press.
[5]  Jennings, P.A., Snowberg, K. E., Coccia, M.A., & Greenberg, M.T. (2011). Improving classroom Learning environments by cultivating awareness and resilience in education (CARE): Results of two pilot studies. Journal of Classroom Interaction, 46, 37-48.
[6]  Jones, S.M., Bouffard, S.M., & Weissbourd, R. (2013). Educators’ social and emotional skills vital to learning. Kappan, 94, 62-65.
[7]  Lai, E. (2005). Mentoring for in-service teachers in a distance teacher education programme: Views of mentors, mentees and university teachers. Paper presented at the Australian Association for Research in Education International Education Research Conference. November, Parramatta, NSW: University of Western Sydney. Retrieved September 10, 2014 from
[8]  Langer, E. (1989). Mindfulness. Reading, MA:Addison-Wesley.
[9]  Ritchhart, R. and Perkins, D. N. (2000). Life in the mindful classroom: Nurturing the disposition of mindfulness. The Society for the Psychological Study of Social Issues, 56, 27-47.
[10]  Walkington, J. (2005). Mentoring pre-service teachers in the preschool setting: Perceptions of the role. Australian Journal of Early Childhood, 30, 28-35.