 |
Minding the Classroom: Spirituality and Justice in Teacher Education
| |
| | Unformatted Document Text:
teacher education, irrespective of political winds, but I know my work—undergirded as it is by critical thinking and concerns for social justice—doubtless will continue to be challenging under the current market-driven approach to public education. Drawing from the varied sites of school/university collaboration, Contemplative Practices within Disciplines, and national policies, I will offer tentative conclusions that speak to the promise of mindfulness as a component of diverse and socially just teacher education.
Section II.
Outcomes and Methods
Learner/participant outcomes. I intend the participants to be both intellectually and morally charged by our presentation. I expect that the intellectual outcomes will vary depending on the audience members’ experience with contemplation and mindfulness in teacher education: for those experienced in this area, I expect them to be renewed; for those new to this area, I expect they will leave better able to articulate the connections between mindfulness and teacher education.
Methods. The session will be designed to maximize learner/participant outcomes by having handouts of recent popular publications (i.e. Chronicle of Higher Education) and materials from the Center for Contemplative Mind Summer Symposium I will attend this August. The topic itself will encourage discussion and dialogue, and I hope to provoke the audience to continue to advocate for the profession, its members, and, ultimately, our students’ welfare.
ReferencesBrookhart, S. M. & Freeman, D. J. (1992). Characteristics of entering teacher candidates.
Review of Educational Research, Vol. 62.
Goodlad, J. (1996). Democracy, education and community, in R. Soder (ed.) Democracy,
Education, and the School. San Francisco: Jossey-Bass.
Goodlad, J., R. Soder, & K. Sirotnik (1990). The moral dimensions of teaching. SF:
Jossey-Bass.
Gravois, J. (10/21/2005). “Meditate on It: Can adding contemplation to the classroom
lead students to more eureka moments?” Chronicle of Higher Education.
Hess, F. (2002). “The Case for Being Mean,” Educational Leadership 61, 3, pp. 22-26.Michelli, N. (1999). “ Teacher Education in a Democracy: Toward an Apprenticeship of
Liberty,” Thinking: The Journal of Philosophy for Children, 14, (3), 2-10.
NCATE Bullet Points. (2006). Professional Dispositions and Diversity, Document
#88475.
Noddings, N. (1992). The challenge to care in schools: An alternative approach to
education. New York: Teachers College Press.
Palmer, P. (1983). To know as we are known: Education as a spiritual journey. NY:
HarperCollins.
Schechtman, Z. (2002). Validation of the democratic teacher belief scale (DTBS)
|
| |
| |
|
|
teacher education, irrespective of political winds, but I know my work—undergirded as it
is by critical thinking and concerns for social justice—doubtless will continue to be
challenging under the current market-driven approach to public education. Drawing from
the varied sites of school/university collaboration, Contemplative Practices within
Disciplines, and national policies, I will offer tentative conclusions that speak to the
promise of mindfulness as a component of diverse and socially just teacher education.
Section II.
Outcomes and Methods
Learner/participant outcomes. I intend the participants to be both intellectually and
morally charged by our presentation. I expect that the intellectual outcomes will vary
depending on the audience members’ experience with contemplation and mindfulness in
teacher education: for those experienced in this area, I expect them to be renewed; for
those new to this area, I expect they will leave better able to articulate the connections
between mindfulness and teacher education.
Methods. The session will be designed to maximize learner/participant outcomes by
having handouts of recent popular publications (i.e. Chronicle of Higher Education) and
materials from the Center for Contemplative Mind Summer Symposium I will attend this
August. The topic itself will encourage discussion and dialogue, and I hope to provoke
the audience to continue to advocate for the profession, its members, and, ultimately, our
students’ welfare.
References
Brookhart, S. M. & Freeman, D. J. (1992). Characteristics of entering teacher candidates.
Review of Educational Research, Vol. 62.
Goodlad, J. (1996). Democracy, education and community, in R. Soder (ed.) Democracy,
Education, and the School. San Francisco: Jossey-Bass.
Goodlad, J., R. Soder, & K. Sirotnik (1990). The moral dimensions of teaching. SF:
Jossey-Bass.
Gravois, J. (10/21/2005). “Meditate on It: Can adding contemplation to the classroom
lead students to more eureka moments?” Chronicle of Higher Education.
Hess, F. (2002). “The Case for Being Mean,” Educational Leadership 61, 3, pp. 22-26.
Michelli, N. (1999). “ Teacher Education in a Democracy: Toward an Apprenticeship of
Liberty,” Thinking: The Journal of Philosophy for Children, 14, (3), 2-10.
NCATE Bullet Points. (2006). Professional Dispositions and Diversity, Document
#88475.
Noddings, N. (1992). The challenge to care in schools: An alternative approach to
education. New York: Teachers College Press.
Palmer, P. (1983). To know as we are known: Education as a spiritual journey. NY:
HarperCollins.
Schechtman, Z. (2002). Validation of the democratic teacher belief scale (DTBS)
|
|
 Convention | | All Academic Convention is the premier solution for your association's abstract management solutions needs. | | Submission - Custom fields, multiple submission types, tracks, audio visual, multiple upload formats, automatic conversion to pdf. | | Review - Peer Review, Bulk reviewer assignment, bulk emails, ranking, z-score statistics, and multiple worksheets! | | Reports - Many standard and custom reports generated while you wait. Print programs with participant indexes, event grids, and more! | | Scheduling - Flexible and convenient grid scheduling within rooms and buildings. Conflict checking and advanced filtering. | | Communication - Bulk email tools to help your administrators send reminders and responses. Use form letters, a message center, and much more! | | Management - Search tools, duplicate people management, editing tools, submission transfers, many tools to manage a variety of conference management headaches! | | Click here for more information. |
|
|
|
| |
|
|
|
