Earticle

초록

영어

Many educators find teaching stressful and hard to meet the rapidly growing demands of the complex classroom settings. It becomes increasingly more important to preserve their mental health and a sense of efficiency in teaching because of adverse consequences that would otherwise develop. Mindfulness, in this regard, an ancient practice of conscious awareness of the self, has received much attention for its promising effects in fostering teacher well-being and better practices in learning environments. The present study investigates mindfulnessbased interventions and its both positive and negative impacts on secondary school and college instructors, derived from a comprehensive, yet balanced review of the existing literature. The results showed that incorporating mindfulness practices appeared to be a powerful tool for reducing negative emotions (e.g., stress, anxiety, and teaching-related burnout), and fostering emotional regulation, self-compassion, and skills for classroom management. On the other hand, the authors also acknowledged the manifest challenges and limitations linked to mindfulness: need for explicit operational definition, potential threats of misinterpretation and frivolous applications. In order for stakeholders to thoroughly and adequately reach the promising potential of mindfulness practices, the authors suggested a few practical strategies for its successful implementation. Sufficient comprehension of both inherent gains and harms of mindfulness would help educators to enhance their emotional well-being, ultimately leading to create a more productive learning setting.

목차

Abstract
1. INTRODUCTION
1.1 Need for the Study
1.2 Methodology
1.3 Research Questions
2. LITERATURE REVIEW
2.1 Positive Impact of Mindfulness on Secondary School Teachers
2.2 Positive Impact of Mindfulness on College Instructors
2.3 Strategies of Implementing Mindfulness-Based Interventions
2.4 Challenges and Limitations of Mindfulness-Based Interventions
2.5 Practical Strategies Mindfulness Application in Educational Settings
3. CONCLUSION
3.1 Key Findings
3.2 Limitations
3.3 Future Recommendations
REFERENCES

키워드

저자

• Pyong Ho Kim [ Assistant Professor, Division of Psychology and Cognitive Science, Seoul Women’s University, Seoul, South Korea ]
• Ju Hyung Yoo [ Doctoral Student, Department of Education Korea University, Seoul, South Korea ] Corresponding Author

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  International Journal of Advanced Culture Technology(IJACT)

• 간기

  계간

• pISSN

  2288-7202

• eISSN

  2288-7318

• 수록기간

  2013~2025

• 등재여부

  KCI 등재

• 십진분류

  KDC 600 DDC 700