Mindfulness in Pre-Service Teacher Educa5on at the University of - - PowerPoint PPT Presentation
Mindfulness in Pre-Service Teacher Educa5on at the University of Vienna Dr. Karlheinz Valtl Center of Teacher Educa0on, University of Vienna Presented at the conference Mindfulness in Educa.on , Ljubljana 21.10.2016 Overview 1. Knowledge base:
Presented at the conference Mindfulness in Educa.on, Ljubljana 21.10.2016
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1. Knowledge base: Mindfulness + teacher training programs 2. Ini5al concerns: How to tackle mindfulness in a university seminar? 3. Outcome: Basics of the Wiener Modell 4. Point of reference: Mindfulness-Based Wellness Educa.on (Canada) 5. Tes5monials: By Vienna university students
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Mindfulness-prac5ces for kids + youth –– School-based programs Differen5ated concept of mindfulness –– Theory of mindfulness Research + evalua5on studies –– Effects of mindfulness prac5ces
Pre-service teacher educa0on
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In-service Teacher Training Programs Pre-service TTP Stand-alone TTPs e.g.: CARE for Teachers (Garrison Ins0tute, NY) SMART in Educa5on (University of BC, Vancouver) TTPs aligned with programs for students e.g.: Mindfulness in Schools (MiSP, London area/GB) Mindful Schools (Oakland/California) Mindfulness- Based Wellness Educa5on (MBWE, University of Toronto, CA)
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Concern Outcome
Will the university accept this topic as part of the curriculum? Yes ✔ No Is medita5on an appropriate part of a university seminar?
Will the students regard the seminar as a relevant contribu5on to their professional educa5on?
Can such a short seminar impart a meaningful concept of mindfulness?
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prac5ce mindfulness teach mindfully teach mindfulness understand mindfulness
(in educa5on)
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prac5ce mindfulness teach mindfully teach mindfulness understand mindfulness
(in educa5on)
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– Usually resul0ng in 15 weekly mee0ngs of 1 ½ hours –– not advisable!
– More or less weekly – Reference: MBSR: 8 x 2 ½ hrs. / MBWE: 8 x 4 hrs. – Experience: 3 ½ – 3 ¾ hrs. would be op0mal
Small Group Mee0ng (5 hrs.) + Public Symposium (5 hrs.)
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15 - 20 min.
30 - 50 min.
20 - 30 min.
20 - 30 min.
10 - 20 min.
20 - 30 min.
10 - 20 min.
1 - 2 min.
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1 Mind- fulness 2 Prac- 5ce 3 MiE 4 School 5 School + TT
6 Com- passion
7 Effects 8 Life 10 Public Sym- posium 9 Small-Group Mee5ng
à see handout
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15 Max Mustermann
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17 Max Mustermann
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21 Max Mustermann
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„Generally, our lives have changed … through the experiences we had during this seminar. … The effects of our mindfulness prac0ce have been over- whelmingly posi0ve. … We now experience more self-love in our lives; we are less easily stressed. We feel more balanced and beper prepared for our future professional lives. Also, our awareness of our bodies has changed, and we experience our physical lives in a more conscious way. We have learned to face problems in construc0ve ways, to see difficul0es in a posi0ve manner and to recognize them as opportuni0es for personal growth.“ Farah, Ben & Claire
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„The process was not always a smooth one, and we would like to recognize the difficul0es we faced during our mindfulness prac0ce. We found one of the most difficult things was to ‘relax’ … because we were not really sure what relaxa0on meant. Relaxa0on is a challenge; it is something slow in a fast world. It is taking 0me to be and to go back to the roots. Because it is so simple, so reduced, it is a challenge. Finding 0me for daily prac0ce, to include medita0on in our daily lives, amid
Farah, Ben & Claire
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„We have learned to cul0vate kindness through Mepa medita0on and can enact those principles in the classroom. We have learned to listen mindfully and can prac0ce this in the classroom, thereby giving our students room to develop. We recognize our bodily feelings and emo0ons and can regulate them, and can offer our students a posi0ve model of communica0on and emo0onal interac0on. The embodied knowledge that we now have is not only of benefit to us, but will also enrich the lives of those we teach.“ Farah, Ben & Claire
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University of Vienna Center for Teacher Educa0on Porzellangasse 4 A – 1090 Wien karlheinz.valtl@univie.ac.at
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Programme Country Year Authors
Inner Kids Programme
USA 2001 Susan Kaiser GREENLAND
Wellness Works in Schools
USA 2001 Midge + Rick KINDER
S5ll Quiet Place
USA 2002 Amy SALTZMAN
Inner Resilience Program
USA 2003 Linda LANTIERI
MindUP!
USA 2004 Goldie HAWN (Sponsor)
Stressed Teens
USA 2005 Gina BIEGEL
Mindful Schools
USA 2007 Megan COWAN
Learning to BREATHE
USA 2008 Patricia BRODERICK
Mindfulness in Schools Project
GB 2008 Richard BURNETT, Chris CULLEN
Selec0on according to MEIKLEJOHN et al. (2012) (reduced, informa0on added)
School-based programs II
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Programme
Country Year Authors
Sfat Hakeshev
ISRAEL 1998 Nimrod SHEINMAN
Quiet Time
USA 2007 Laurent VALOSEK
Liqle Flower Yoga
USA 2006 Jennifer Cohen HARPER
Aqen5on Academy Program
USA ? Paul SUGAR
Yoga 4 Classrooms
USA 2007 Lisa FLYNN
Integra5ve Restora5on
USA 2006 Richard MILLER
Achtsamkeit in der Schule
DE 2008 Vera KALTWASSER
Stressbewäl5gung durch Achtsamkeit
DE 2016 Gustav J. DOBOS
Achtsamkeit macht Schule
AT 2016 Frank ZECHNER
Selec0on partly according to SHAPIRO et al. (2015)
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Teacher Educa5on Programme Provider City Authors Cul5va5ng Awareness and Resilience in Educa5on (CARE for Teachers)
Garrison Ins5tute New York Patricia JENNINGS et al.
Stress Management and Relaxa5on Training (SMART in Educa5on)
University of BC + Passageworks Vancouver + Boulder/CO Margaret CULLEN et al.
Mindfulness in Schools Project (MiSP) + MYRIAD Project
MiSP + University of Oxford London + Oxford etc. Richard BURNETT et al.
Mindful Schools
Mindful Schools Oakland/CA Megan COWAN et al.
ReSource Project (usability for teacher educa0on to be explored)
Max-Planck- Ins5tut Leipzig Tania SINGER et al.
Mindfulness-Based Wellness Educa5on (MBWE)
University of Toronto Toronto Patricia POULIN et al.
Mindfulness for Wellbeing and Peak Performance
Monash University (free online course) Melbourne Craig HASSED et al.
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General references (in presenta0on and hand out) Davison, Richard D. & Lutz, Antoine (2008). Buddha's Brain: Neuroplas0city and Medita0on. Online at: www.ncbi.nlm.nih.gov/pmc/ar0cles/ PMC2944261/ Jennings, Patricia (2015). Mindfulness for teachers: Simple skills for peace and produc0vity in the classroom. New York & London: W. W. Norton. Kabat-Zinn, Jon (2014). Wherever you go, there you are: Mindfulness medita0on in everyday life. New York & Boston: Hachepe. Kabat-Zinn, Jon (2013). Full catastrophe living: Using the wisdom of your body and mind to face stress, pain, and illness. New York: Bantam. Lyons, Kristen E. & DeLange, Jennifer (2016): Mindfulness mapers in the classroom. The effects of mindfulness training on brain development and behavior in children and adolescents. In: Roeser, R. & Schonert-Reichl, K. (Eds.). Handbook of mindfulness in educa0on, New York, pp. 271-283. Meiklejohn, John / Philipps, Catherine / Freedman, M. Lee / Griffin, Mary L. / Biegel, Gina / ... / Saltzman, Amy (2012). Integra0ng Mindfulness Training into K-12 Educa0on: Fostering the Resilience of Teachers and Students. In: Mindfulness, Dec. 2012, Vol. 3, Issue 4, pp 291-307. Rechtschaffen, Daniel (2014). The way of mindful educa0on: Cul0va0ng well-being in teachers and students. New York & London: W. W. Norton (German transla0on: Die achtsame Schule: Achtsamkeit als Weg zu mehr Wohlbefinden für Lehrer und Schüler. Freiamt: Arbor 2016). Schön, Donald A. (1983). The reflec0ve prac00oner: How professionals think in ac0on. New York: Basic books. Shapiro, Shauna L., Lyons, Kristen F., Miller, Richard C., Butler, Bripa, Vieten, Cassandra & Zelazo, Philip D. (2015). Contempla0on in the classroom: A new direc0on for improving childhood educa0on. Educa0onal Psychology Review, Vol. 27, pp 1-30. Shapiro, Shauna L., Rechtschaffen, Daniel & de Sousa, Sarah (2016). Mindfulness training for teachers. In: Roeser, R. & Schonert-Reichl, K. (Eds.). Handbook of mindfulness in educa0on. New York: Springer, pp. 83-97. Singer, Tania & Bolz, Maphias (Eds.) (2013). Compassion: Bridging prac0ce and science. München: Max Planck Gesellscha~.
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Literature on the program Mindfulness-Based Wellness Educa1on (University of Toronto)
Poulin, Patricia A. (2009). Mindfulness-based Wellness Educa0on: A Longitudinal Evalua0on with Students in Ini0al Teacher Educa0on. Doctoral Disserta0on, University of Toronto. Poulin, Patricia A., Mackenzie, Corey S., Soloway, Geoffrey & Karayolas, Eric (2008). Mindfulness training as an evidenced-based approach to reducing stress and promo0ng well-being among human services professionals. Interna0onal Journal of Health Promo0on & Educa0on, Volume 4,6 Number 2, pp. 35-43. Soloway, Geoffrey (2016). Preparing teacher candidates for the present: Inves0ga0ng the value of mindfulness-training in teacher educa0on. In: Roeser, R. & Schonert-Reichl, K. (Eds.). Handbook of mindfulness in educa0on: Integra0ng theory and research into prac0ce. New York: Springer, pp. 191-206. Soloway, Geoffrey (2015): Mindfulness-Based Wellness Educa0on. Pedagogical insights. In: Ragoonaden, Karen (Ed.). Mindful Teaching and Learning: Developing a Pedagogy of Well-Being. Lanham, Maryland: Lexington, pp. 69ff. Soloway, Geoffrey (2011). Preparing Teachers for the Present: Exploring the Praxis of Mindfulness Training in Teacher Educa0on. Doctoral Disserta0on, University of Toronto. Soloway, Geoffrey B., Poulin, Patricia A. & Mackenzie, Corey S. (2010): Preparing new teachers for the full catastrophe of the twenty-first- century classroom: Integra0ng mindfulness training into ini0al teacher educa0on. In A. Cohan & A. Honigsfeld (Eds.). Breaking the Mould of Pre-Service and In-Service Teacher Educa0on. Lanham, Maryland: R & L Educa0on, pp. 219–227.
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Further literature on mindfulness in pre-service teacher educa5on and with beginning teachers Bernay, Ross S. (2014). Mindfulness and the Beginning Teacher. Australian Journal of Teacher Educa0on, 39 (7). hpp://dx.doi.org/10.14221/ajte. 2014v39n7.6 (study with teachers in first year of teaching) Bernay, Ross S. (2012). Mindfulness and the Beginning Teacher. Doctoral Disserta0on, Technical University of Auckland/NZ. (see above) Dorman, Elisabeth H. (2015): Building teachers’ social emo0onal competence through mindfulness prac0ces. Curriculum and Teaching Dialogue, Volume 17, Numbers 1 & 2, pp. 103–119. (mindfulness prac0ces at the beginning of various lectures in pre-service teacher training) Wickham, Claudia B. (2015): A Call for Mindful Teaching: Cul0va0ng Pre-Service Teachers’ Disposi0ons. Doctoral Disserta0on Omaha, Nebraska: College of Saint Mary. (more centered on disposi0on building than on mindfulness) Upcoming publica5ons on mindfulness in pre-service teacher educa5on Byrnes, K., Dalton, J.E., & Dorman, E.H. (Eds.) (under contract). Impac0ng teaching and learning: Contempla0ve prac0ces, pedagogy, and research in
Dalton, J.E., Dorman, E.H., & Byrnes, K. (Eds.) (under contract). The teaching self: Contempla0ve prac0ces, pedagogy, and research in educa0on. [Book 3 in 3-volume series.] Rowman & Liplefield Publisher. Deiß, Ben / Palzer, Claire / Wölfl, Farah (2017). Mindfulness in Educa0on from the Perspec0ve of Future Teachers. In: Böpger, Heiner (Ed.). Mindfulness in Educa0on. Bad Kohlgrub: Klinkhardt/UTB. (tes0monials and reflec0ons by Vienna University students) Dorman, E.H., Byrnes, K., & Dalton, J.E. (Eds.) (under contract). Opening to prac0ce: Contempla0ve prac0ces, pedagogy, and research in educa0on. [Book 1 in 3-volume series.] Rowman & Liplefield Publisher.