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Burrows, L. (2011). Relational Mindfulness in education. ENCOUNTER: Education for Meaning and Social Justice, 24, 24-29.

has been cited by the following article:

Article

Mindfulness As a Teaching Disposition Begins with Educator Preparation Programs

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


American Journal of Educational Research. 2017, Vol. 5 No. 2, 221-224
DOI: 10.12691/education-5-2-18
Copyright © 2017 Science and Education Publishing

Cite this paper:
Jane Devick Fry, 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.

Correspondence to: Jane  Devick Fry, Associate Professor of Curriculum and Instruction- Literacy, University of Houston- Victoria, USA. Email: fryj@uhv.edu

Abstract

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.

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