Exploring the impacts of mindfulness training for an EFL teacher: Insights from a narrative inquiry study

Date

2023-01-01

Author

ÇİÇEK, MEVLÜDE
Gürbüz, Nurdan

Metadata

Show full item record

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Item Usage Stats

203
views

0
downloads

Cite This

The present study investigates how an English as a foreign language (EFL) teacher's mindfulness training transforms her interactions with students, resilience and wellbeing. An EFL teacher who had mindfulness training participated in the study over one term. A narrative inquiry approach was adopted to record the perceived impact of the training on the teacher's resilience, wellbeing, and teacher-student interactions. Semi-structured interviews and a reflective teacher diary were used to record the experiences of the teacher. The storied mindfulness experiences are presented under two themes: student-teacher interactions, and resilience and wellbeing. Analysis of the data revealed that the EFL teacher has experienced positive changes in her teaching, found it easier to cope with the stress-generating sources effectively both in class and out of class, and observed improved student-teacher interactions and less conflict in the classroom. This small-scale study aims to broaden a growing understanding of the potential of mindfulness practice as a training mechanism for in-service teachers. Mindfulness, as a positive psychology strategy can offer tools to support teachers in their demanding profession.

URI

https://www.scopus.com/inward/record.uri?partnerID=HzOxMe3b&scp=85163681074&origin=inward
https://hdl.handle.net/11511/104639

Collections

Department of Foreign Language Education, Article