Mindfulness Training and Teachers' Professional Development: An Emerging Area of Research and Practice

Robert W. Roeser, Ellen Skinner, Jeffry Beers, Patricia A. Jennings

Research output: Contribution to journalArticle

138 Scopus citations

Abstract

This article focuses on how mindfulness training (MT) programs for teachers, by cultivating mindfulness and its application to stress management and the social-emotional demands of teaching, represent emerging forms of teacher professional development (PD) aimed at improving teaching in public schools. MT is hypothesized to promote teachers' "habits of mind," and thereby their occupational health, well-being, and capacities to create and sustain both supportive relationships with students and classroom climates conducive to student engagement and learning. After defining mindfulness and its potential applications in teacher education and PD, this article discusses emerging MT programs for teachers, a logic model outlining potential MT program effects in educational settings, and directions for future research.

Original languageEnglish (US)
Pages (from-to)167-173
Number of pages7
JournalChild Development Perspectives
Volume6
Issue number2
DOIs
StatePublished - Jun 1 2012

All Science Journal Classification (ASJC) codes

  • Pediatrics, Perinatology, and Child Health
  • Developmental and Educational Psychology
  • Life-span and Life-course Studies

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