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USING MINDFULNESS TO SUPPORT THE WELL-BEING OF PRESERVICE K-8 TEACHERS DURING A PANDEMIC.

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Title: USING MINDFULNESS TO SUPPORT THE WELL-BEING OF PRESERVICE K-8 TEACHERS DURING A PANDEMIC.
Authors: Welder, Rachael M.1 rwelder@unr.edu, Burton, Megan2 meb0042@auburn.edu, Eisenreich, Heidi3 heisenreich@georgiasouthern.edu
Source: Conference Papers -- Psychology of Mathematics & Education of North America. 2022, p1303-1308. 6p.
Subject Terms: *Student teachers, *COVID-19 pandemic, *Mathematics education, Mindfulness, Psychological stress
Abstract: This paper reports initial findings from the implementation of a Mindfulness-Based Intervention (MBI) during the COVID-19 pandemic in an effort to mitigate the effects of stress and anxiety on preservice K-8 teachers (PTs) as learners of mathematics for teaching. Three teacher educators, at three U.S. institutions, implemented the MBI in their mathematics content and methods courses for PTs, as a way to connect with and holistically support students during a semester of pandemic-induced online instruction. Initial analysis of survey data (n=136) shows that PTs reported mindfulness helping them to become self-aware and learn strategies for regulating their behaviors. PTs saw value in applying mindfulness outside of the classroom and with their future students. By introducing coping strategies, we were able to show PTs the importance of caring for their mental and emotional well-being and the well-being of their future students. [ABSTRACT FROM AUTHOR]
Copyright of Conference Papers -- Psychology of Mathematics & Education of North America is the property of Psychology of Mathematics & Education of North America and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: USING MINDFULNESS TO SUPPORT THE WELL-BEING OF PRESERVICE K-8 TEACHERS DURING A PANDEMIC.
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  Data: <searchLink fieldCode="AR" term="%22Welder%2C+Rachael+M%2E%22">Welder, Rachael M.</searchLink><relatesTo>1</relatesTo><i> rwelder@unr.edu</i><br /><searchLink fieldCode="AR" term="%22Burton%2C+Megan%22">Burton, Megan</searchLink><relatesTo>2</relatesTo><i> meb0042@auburn.edu</i><br /><searchLink fieldCode="AR" term="%22Eisenreich%2C+Heidi%22">Eisenreich, Heidi</searchLink><relatesTo>3</relatesTo><i> heisenreich@georgiasouthern.edu</i>
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  Data: This paper reports initial findings from the implementation of a Mindfulness-Based Intervention (MBI) during the COVID-19 pandemic in an effort to mitigate the effects of stress and anxiety on preservice K-8 teachers (PTs) as learners of mathematics for teaching. Three teacher educators, at three U.S. institutions, implemented the MBI in their mathematics content and methods courses for PTs, as a way to connect with and holistically support students during a semester of pandemic-induced online instruction. Initial analysis of survey data (n=136) shows that PTs reported mindfulness helping them to become self-aware and learn strategies for regulating their behaviors. PTs saw value in applying mindfulness outside of the classroom and with their future students. By introducing coping strategies, we were able to show PTs the importance of caring for their mental and emotional well-being and the well-being of their future students. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Conference Papers -- Psychology of Mathematics & Education of North America is the property of Psychology of Mathematics & Education of North America and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Type: general
      – SubjectFull: COVID-19 pandemic
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      – SubjectFull: Mathematics education
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              Text: 2022
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