Mindfulness as a Tool for Place-Based Educators
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| Title: | Mindfulness as a Tool for Place-Based Educators |
|---|---|
| Language: | English |
| Authors: | Deringer, S. Anthony, Hodges, Jan S., Griffin, Kent |
| Source: | Journal of Outdoor and Environmental Education. Jul 2020 23(2):121-135. |
| Availability: | Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2020 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Metacognition, Place Based Education, Teacher Workshops, Educational Benefits, Teacher Attitudes, Planning, Educational Practices, Learning Experience |
| DOI: | 10.1007/s42322-020-00053-8 |
| ISSN: | 2206-3110 |
| Abstract: | Recent theoretical research suggests that socio-cognitive mindfulness and place-based education, when used together, may have a synergistic benefit. The purpose of the study was to examine how mindfulness influences the experience of educators engaged in place-based teaching. A qualitative, constructivist grounded theory approach was used to guide data collection and analysis related to teachers at a school that has placed-based education (PBE) as a central theme. The study design included a workshop about mindfulness with follow-up instructional emails sent throughout the semester, via which data were collected. Multiple interviews with each of the three teachers explored how they constructed meaning around their experiences using socio-cognitive mindfulness and PBE together. Results indicated that practiced together, mindfulness and PBE created a synergy that benefited the learning environment by enhancing PBE planning and allowing teachers to experience place more deeply all the while providing a richer problem-posing format for content delivery. Educators may find mindful place-based education to be a tool that deepens the learning experience for instructors and students. |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| Accession Number: | EJ1263879 |
| Database: | ERIC |
| Abstract: | Recent theoretical research suggests that socio-cognitive mindfulness and place-based education, when used together, may have a synergistic benefit. The purpose of the study was to examine how mindfulness influences the experience of educators engaged in place-based teaching. A qualitative, constructivist grounded theory approach was used to guide data collection and analysis related to teachers at a school that has placed-based education (PBE) as a central theme. The study design included a workshop about mindfulness with follow-up instructional emails sent throughout the semester, via which data were collected. Multiple interviews with each of the three teachers explored how they constructed meaning around their experiences using socio-cognitive mindfulness and PBE together. Results indicated that practiced together, mindfulness and PBE created a synergy that benefited the learning environment by enhancing PBE planning and allowing teachers to experience place more deeply all the while providing a richer problem-posing format for content delivery. Educators may find mindful place-based education to be a tool that deepens the learning experience for instructors and students. |
|---|---|
| ISSN: | 2206-3110 |
| DOI: | 10.1007/s42322-020-00053-8 |
