ABSTRACT

Teaching-learning approaches of university faculty increasingly include supporting their own wellbeing, as well as that of their students. Engaging in mindful practices has the potential to increase faculty capacity for reflexivity and compassion, which they can incorporate into their teaching-learning. However, few faculty have knowledge and skill of such practices. The aim of this mixed-method study was to pilot-test a mindfulness intervention designed to build faculty capacity for mindful practices. Faculty from an urban university in Canada participated in a three-workshop series on mindful practices, which they were then encouraged to practice and bring into their classrooms. Data collection included pre and post-test measures of mindfulness, wellbeing and self-compassion. Qualitative focus-group interviews were conducted at the end of the study. Mindfulness scores significantly increased. While wellbeing and self-compassion scores also improved, the change was not statistically significant. Faculty described potential benefits and barriers to applying mindful approaches in the classroom. Mindful practices were well received by faculty and show promise in supporting their wellbeing and the quality of their teaching-learning. Further research is required to address how best to position faculty to engage in mindful practices in a sustainable way to also enhance the quality of students’ teaching-learning experience.

摘要

大学教师的教学方法越来越多地包括支持他们自己和学生的福祉。参与正念练习有可能提高教师的反思和同情能力，他们可以将其融入他们的教学中。然而，很少有教师具备这种做法的知识和技能。这项混合方法研究的目的是对旨在培养教师进行正念练习的能力的正念干预进行试点测试。来自加拿大一所城市大学的教师参加了三个关于正念练习的系列研讨会，然后他们被鼓励练习并带入课堂。数据收集包括正念、幸福和自我同情的测试前和测试后测量。在研究结束时进行了定性焦点小组访谈。正念分数显着增加。虽然幸福感和自我同情分数也有所提高，但这种变化没有统计学意义。教师描述了在课堂上应用正念方法的潜在好处和障碍。正念实践受到了教师的好评，并在支持他们的福祉和教学质量方面显示出希望。需要进一步的研究来解决如何最好地定位教师，以可持续的方式参与正念实践，同时提高学生教学体验的质量。教师描述了在课堂上应用正念方法的潜在好处和障碍。正念实践受到了教师的好评，并在支持他们的福祉和教学质量方面显示出希望。需要进一步的研究来解决如何最好地定位教师，以可持续的方式参与正念实践，同时提高学生教学体验的质量。教师描述了在课堂上应用正念方法的潜在好处和障碍。正念实践受到了教师的好评，并在支持他们的福祉和教学质量方面显示出希望。需要进一步的研究来解决如何最好地定位教师，以可持续的方式参与正念实践，同时提高学生教学体验的质量。