In this 2-year action research study, 33 university professors attended a 4-day faculty seminar titled “Mindfulness Meditation in Teaching,” which included guided insight meditation, dialogic inquiry, and action planning. Participants generated and committed to 26 novel methods for integrating mindfulness practice with teaching, research, and service. These practices grouped into four areas including mindful grading and assessment, awareness of students in the classroom, practicing mindfulness in and out of the classroom, and cultivating self-awareness in teaching. A mixed-methods analysis of transformative learning illustrates three fundamental shifts in perspectives and behaviors: balancing expertise with a “beginner’s mind” approach for greater innovative capacity, deepening appreciation for subject matter and communion with students, supporting a genuine sense of community across academic silos, and advocating for a more mindful university culture through six new university-wide initiatives.

中文翻译：

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教授正念练习

在这项为期 2 年的行动研究中，33 位大学教授参加了为期 4 天的教师研讨会，主题为“教学中的正念冥想”，其中包括引导式内观冥想、对话探究和行动计划。参与者创造并致力于将正念练习与教学、研究和服务相结合的 26 种新方法。这些实践分为四个方面，包括正念评分和评估、学生在课堂上的意识、在课堂内外练习正念以及在教学中培养自我意识。对变革性学习的混合方法分析说明了观点和行为的三个根本转变：平衡专业知识与“初学者思维”方法以提高创新能力，加深对主题的欣赏和与学生的交流，