scholarly journals Toward a Sustainable Sense of Self in Teaching and Teacher Education: Sustainable Happiness and Well-Being Through Mindfulness

2017 ◽  
Vol 51 (3) ◽  
pp. 1143-1162 ◽  
Author(s):  
Darlene Kyte
Keyword(s):  
Teacher Education ◽  
Inner City ◽  
Sense Of Self ◽  
Well Being ◽  
School Community ◽  
Mindfulness Practice ◽  
Hatha Yoga ◽  
City School ◽  
Practicing Teachers ◽  
Sustainable Happiness

This paper examines the effects of mindfulness practice throughpranayama,hatha yoga, and meditation on practicing teachers in an inner city school to determine if practices of this nature could contribute to sustainable sense of self, sustainable happiness, and well-being for practicing teachers and pre-service teachers. Furthermore, mindfulness practice is discussed in the context of new pedagogies that are contributing to the transformation of teachers, students, and education. This inquiry has demonstrated that this process not only offers the practitioner serenity, awareness, peace, and well-being: but the benefits of the practice move far beyond the personal environment of those practicing teachers and into the classroom and school community providing opportunities for transformation; growing sustainable happiness and well-being.

scholarly journals Teaching Facilitators' Perceptions of the Contribution of Three Internship Workshops Models

Educatia 21 ◽  
2021 ◽  
Vol 20 ◽  
pp. 15-23
Author(s):  
Vered Freedman ◽  
Constantin Cucoş
Keyword(s):  
Teacher Education ◽  
Emotional Support ◽  
Self Efficacy ◽  
Mixed Methods Research ◽  
Professional Competence ◽  
Sense Of Self ◽  
Well Being ◽  
Policy Makers ◽  
Face To Face ◽  
Significant Difference

Internship workshops as part of induction to teaching in teacher education in Israel consist of three models: face-to-face, online, and 'incubator'. The article examines workshop facilitators' perceptions of workshops' contribution. Mixed methods research included a questionnaire completed by 101 facilitators and statistically analyzed. Interviews were conducted with nine facilitators, three from each model and content and discourse analyzed. According to quantitative findings, no significant difference between workshop models and emotional support was perceived as stronger than professional support in all three models. Interview findings showed the clear presence of both emotional support and enhancement of a sense of self-efficacy. There were noticeable unique contributions in the two newer online and 'incubator' models, compared to the traditional face-to-face model implemented at the college. Both models promoted self-efficacy and emotional support, but each one relied on different strategies to provide the two types of contribution. In the online model, use of writing and connection with the facilitator promoted the contribution. In the 'incubator' model characteristics of the environment provided conditions for advancing support. The unique contributions have practical implications - workshops should integrate online and community-based components to promote interns' sense of well-being and professional competence as future teachers. These findings may add valuable knowledge, which may help policy makers and interns themselves, to make better decisions on integrating the internship workshops within the prosses of teacher education.

Students as Active Participants in Hearing Aid Maintenance

1992 ◽  
Vol 23 (3) ◽  
pp. 208-213 ◽  
Author(s):  
Marsha Lipscomb ◽  
Peggy Von Almen ◽  
James C. Blair
Keyword(s):  
Inner City ◽  
Hearing Aids ◽  
School System ◽  
Regular Education ◽  
Hearing Aid ◽  
Hearing Impairments ◽  
City School

Twenty students between the ages of 6 and 19 years who were receiving services for students with hearing impairments in a metropolitan, inner-city school system were trained to monitor their own hearing aids. This study investigated the effect of this training on the percentage of students who wore functional hearing aids. Ten of the students received fewer than 3 hours of instruction per day in the regular education setting and generally had hearing losses in the severe to profound range. The remaining 10 students received greater than 3 hours of instruction per day in the regular education setting and had hearing losses in the moderate to severe range. The findings indicated improved hearing aid function when students were actively involved in hearing aid maintenance programs. Recommendations are made concerning hearing aid maintenance in the schools.

Mindfulness Practice and Well-Being in Adolescents

2011 ◽  
Author(s):  
Matthew H. T. Chu ◽  
Shui-Fong Lam
Keyword(s):  
Well Being ◽  
Mindfulness Practice

Moral Disability, Moral Injury, and the Flight from Vulnerability

2018 ◽  
Author(s):  
Virginia L. Warren
Keyword(s):  
Sense Of Self ◽  
Well Being ◽  
Moral Injury ◽  
Controversial Issues ◽  
Moral Reflection ◽  
Moral Value ◽  
Self Identity ◽  
Moral Conviction ◽  
Moral Importance

This chapter explores the concept of moral disability, identifying two types. The first type involves disabling conditions that distort one’s process of moral reflection. Examples include the incapacity to consider the long-term future, to feel empathy for others, and to be honest with oneself. A noteworthy example of self-deception is systematically denying one’s own—and humanity’s—vulnerability to the power of others, to accidents, and to having one’s well-being linked to that of others and the eco-system. Acknowledging vulnerability often requires a new sense of self. The second type includes incapacities directly resulting from ‘moral injury’—debilitating, self-inflicted harms when one violates a deeply held moral conviction, even if trying to remain true to another moral value. Examining moral disabilities highlights the moral importance of self-identity. More progress may be made on controversial issues if we discuss who we are, how we connect, and how we can heal.

scholarly journals The Challenge of Educating Purposeful Teachers in Finland

2021 ◽  
Vol 11 (1) ◽  
pp. 29
Author(s):  
Elina Kuusisto ◽  
Kirsi Tirri
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
21St Century ◽  
School Community ◽  
The Self ◽  
Moral Commitment ◽  
Mediating Factor

This article discusses the challenges of educating teachers in Finland. As a goal in teacher education for the 21st century we propose the purposeful teacher, referring to a teacher who has a long-term moral commitment to serve students, the school community and society. Our data collected from student (N = 912) and practising (N = 77) teachers yielded information on the purposes they identified as important in their lives. The survey included quantitative instruments and open- ended questions. The teachers identified happiness, relationships, work and self-actualisation as the most important contents of their aspirations. All the content categories could be understood as potential purposes in that the benefit extended beyond the teachers themselves. However, almost half of the student teachers (46%) and over half of teachers (55%) revealed only self-orientation. Less than half of them (43%, 36%, respectively) showed a beyond-the-self orientation, which is indicative of a purposeful teacher. Among the practising teachers, teaching appeared to be mainly a mediating factor in realising their purposes or aspirations. These results have implications related to contemporary teacher education in Finland. Both pre- and in-service teachers need to know about purposeful teaching in order to find meaning in their work.

scholarly journals Supporting Caregivers of Older Adults Through Education in Mindful Gratitude Practice

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 16-16
Author(s):  
Sungsim Lee
Keyword(s):  
Older Adults ◽  
Negative Impact ◽  
Well Being ◽  
Positive Influence ◽  
Mindfulness Practice ◽  
Practice Research ◽  
Relevant Research ◽  
Won Buddhism ◽  
The Relationship

Abstract This presentation describes a supportive mindfulness practice for caregivers of older adults based on the principles of Won Buddhism (an integrative, a modernized Buddhism). As the aging population grows, there is a significant increase in recognition of the negative impact of caregiver stress on older adults’ quality of life. The ability for caregivers to deal compassionately with stress is essential, as caring for older adults can awaken feelings about one’s own vulnerability and mortality. The ‘Mindful Gratitude Practice’ offers a way to cope with stress, cultivate self-care, and improve the care of others. Relevant research will be summarized, which shows mindfulness and gratitude practice respectively benefit positive influence in both physical and emotional well-being. Mindful Gratitude Practice as a spiritual approach that fosters caregivers' emotional stability, reduces their stress and improves the relationship between older adults and their caregivers. In this presentation, three processes of Mindful Gratitude Practice will be described: 1. Understanding a mindfulness practice by establishing intention, attention, and attitude, 2. Learning the principles of a gratitude practice and implementation, and 3. Incorporating mindfulness into a gratitude practice. Research results have demonstrated that through this learning process, caregivers have acquired the concept of interconnectedness, experience grateful moments, and a deep feeling of appreciation in their caregiving relationships. The presenter will guide participants in a short experience of Mindfulness Gratitude Practice. Further readings and resources will be provided for those who are interested.

scholarly journals Data From a Mindfulness Program for Family Caregivers to Persons With DD, and Application for Older Individuals

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 508-508
Author(s):  
Jeffrey Kahana ◽  
Lawrence Force ◽  
Roger Monthie
Keyword(s):  
Developmental Disabilities ◽  
Family Caregivers ◽  
Well Being ◽  
Mindfulness Practice ◽  
Older Individuals ◽  
Healthy Behaviors ◽  
Care Givers ◽  
Care Giving ◽  
Cognitive Reframing ◽  
Practice Meditation

Abstract Parents who care for their children (young and adult) with developmental disabilities face many stressors and challenges. This paper reports on an intervention using mindfulness and cognitive reframing to improve psychological well-being of care-givers. We report on results based on 92 care-givers who participated in the program. An innovative component was utilizing parent care-givers along with trained peer facilitators. The program was conducted over six weeks, with three in person sessions, and three at home web-based sessions. The content emphasized mindfulness practice (meditation) along with cognitive reframing (aimed at boosting optimism) to address the stress family-caregivers experience in managing worry and the perceived lack of control that accompanies caring for children (young and adult) with developmental disabilities. Post-test data revealed increased awareness of stress coupled with greater competence in stress management. Given the life-long demands for care-giving of parents to the developmentally disabled, normative stressors of aging interact with stressors posed by care-giving demands. Implications for improving well-being of older parental care-givers will be discussed around the topics of (1) optimism and hope; (2) support of healthy behaviors; and (3) development of a mindset of gratitude.

HEALTH CARE FOR INNER-CITY SCHOOL CHILDREN

1968 ◽  
Vol 38 (6) ◽  
pp. 384-385 ◽  
Author(s):  
Margaret M. Wehner
Keyword(s):  
Health Care ◽  
Inner City ◽  
School Children ◽  
City School

Student teachers as tutors for children in an inner city school

1970 ◽  
Vol 1 (1) ◽  
pp. 50-56 ◽  
Author(s):  
Murray Levine ◽  
Freda Dunn ◽  
Steve Brochinsky ◽  
Jesse Bradley ◽  
Kay Donlan
Keyword(s):  
Inner City ◽  
Student Teachers ◽  
City School

Using Text via Dialectical Journals to Nurture Liminal Spaces in Teacher Education

2021 ◽  
pp. 154134462110581
Author(s):  
Stephanie L. Dodman ◽  
Nancy Holincheck ◽  
Rebecca Brusseau
Keyword(s):  
Teacher Education ◽  
Transformational Learning ◽  
Critical Reflection ◽  
Teacher Inquiry ◽  
Graduate Course ◽  
Practicing Teachers ◽  
Self Reflection ◽  
Liminal Spaces ◽  
Reflective Development

This article shares the findings of a study examining the use of dialectical journals as liminal spaces for the development of critical reflection in practicing teachers. In an online graduate course on critical teacher inquiry designed to foster teachers as antiracist multicultural educators, teachers engaged in dialogue with themselves as they responded to self-selected text segments in assigned readings throughout the course. Using Mezirow’s theory of transformation and specifically the typology of critical reflection of assumptions and critical self-reflection of assumptions, we analyzed the online dialectical journals of 23 teachers to better understand how their engagement with key texts both represented and influenced their reflective development and engagement in transformational learning. We conclude the journals to be powerful liminal spaces for teachers to engage in reframing of their assumptions.

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