Remembering to Breathe: The Challenges and Rewards of Teaching Mindfulness Practices to Pre-Service Teachers
DOI:
https://doi.org/10.11575/jet.v49i3.44326Abstract
This paper reports on a pilot study conducted to investigate the effectiveness of mindfulness-based program in reducing stress and enhancing emotion regulation skills for a cohort of undergraduate students completing their pre-service teaching experience. The intent of the present paper is to highlight the advantages of incorporating a mindfulness component into pre-service teacher training programs for university faculty who train and prepare these students for their culminating student teaching field experience. The purpose of incorporating mindfulness into the weekly seminar time was to provide students with the training to learn to let go of the worry, let go of the doubt, and just be for a short time.
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