Purpose For the interested teacher, teacher educator and educational researcher seeking an entry point into how mindfulness relates to teachers’ work, the burgeoning and divergent appeals for the relevance of mindfulness to teachers can be bewildering. The purpose of this paper is to offer teachers, teacher educators and educational researchers a conceptual framework for understanding the different orientations and sources of mindfulness as it has been recommended to teachers. Design/methodology/approach Using Foucault’s (1972) concept of “discursive formations” as a heuristic device, this paper argues that mindfulness as pitched to teachers can be helpfully understood as arising from three distinct orientations. Findings Statements about mindfulness and its relevance to teachers emerge from three distinct discursive formations – traditional, psychological and engaged – that each constitute the “problem” faced by teachers respectively as suffering, stress or alienation. Specific conceptions of mindfulness are then advanced as a solution to these problems by certain authoritative subjects and institutions in ways that are taken as legitimate within each discursive formation. Originality/value Apart from offering a historical and discursive mapping of the different discursive formations from which mindfulness is pitched to teachers, this paper also highlights how each of these orientations impies a normative view of what a teacher should be. Suggestions for further historical research are also offered along the lines of genealogy, epistemology and ontology.

中文翻译：

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对教师的正念：语音地图的注意事项

目的对于有兴趣的教师，教师教育者和教育研究者，要寻求正念与教师工作之间的关系的切入点，对于正念与教师的相关性的迅速发展和分歧的呼吁可能会令人困惑。本文的目的是为教师，教师教育者和教育研究人员提供一个概念框架，以了解向教师推荐的正念的不同方向和来源。设计/方法论/方法本文使用福柯（1972）的“话语形式”概念作为一种启发式手段，认为对教师的正念可以从三个不同的方向得到有益的理解。结果关于正念及其与教师的关系的陈述来自三种不同的话语形式：传统，心理和参与–分别构成教师所面临的“问题”，如痛苦，压力或疏远。然后，某些权威的主体和机构以在每个话语构架内都被认为是合法的方式，提出了专心致志的概念，作为对这些问题的解决方案。独创性/价值除了提供对正念所针对的不同话语形式的历史和话语映射，本文还着重强调了这些取向中的每一个如何暗示着对教师应有的规范看法。还提供了进一步的历史研究建议，包括谱系学，认识论和本体论。然后，某些权威的主体和机构以在每个话语构架内都被认为是合法的方式，提出了专心致志的概念，作为对这些问题的解决方案。独创性/价值除了提供对正念所针对的不同话语形式的历史和话语映射，本文还着重强调了这些取向中的每一个如何暗示着对教师应有的规范看法。还提供了进一步的历史研究建议，包括谱系学，认识论和本体论。然后，某些权威的主体和机构以在每个话语构架内都被认为是合法的方式，提出了专心致志的概念，作为对这些问题的解决方案。独创性/价值除了提供对正念所针对的不同话语形式的历史和话语映射，本文还着重强调了这些取向中的每一个如何暗示着对教师应有的规范看法。还提供了进一步的历史研究建议，包括谱系学，认识论和本体论。独创性/价值除了提供对正念所针对的不同话语形式的历史和话语映射，本文还着重强调了这些取向中的每一个如何暗示着对教师应有的规范看法。还提供了进一步的历史研究建议，包括谱系学，认识论和本体论。独创性/价值除了提供对正念所针对的不同话语形式的历史和话语映射，本文还着重强调了这些取向中的每一个如何暗示着对教师应有的规范看法。还提供了进一步的历史研究建议，包括谱系学，认识论和本体论。