Teachers Narratives and Coping with Stress: The Role of Mindfulness

Teachers Narratives and Coping with Stress: The Role of Mindfulness

Teachers Narratives and Coping with Stress: The Role of Mindfulness

Teachers Narratives and Coping with Stress: The Role of Mindfulnesss

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Référence bibliographique [10984]

Thanda, Haidee Kaur. 2012. «Teachers Narratives and Coping with Stress: The Role of Mindfulness». Mémoire de maîtrise, Montréal, Université Concordia, Département des sciences de l’éducation.

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1. Objectifs

Intentions :
«This qualitative study focuses on the value of MBWE [mindfulness-based wellness education] in pre-service education programs as a tool for emotional regulation, stress management and achievement of educational goals.» (p. iii)

Questions/Hypothèses :
«I began my research by asking the question: Can mindfulness training aid and improve the practice of teachers through facilitating their capacities of self-efficacy, adaptive interpersonal abilities, and resilience to stress?» (p. 3)

2. Méthode

Échantillon/Matériau :
«Data is drawn from narratives provided by eight University of Toronto teacher trainees, four of whom had received formal mindfulness based wellness education.» (p. iii)

Instruments :
Guides d’entretien semi-directif

Type de traitement des données :
Analyse de contenu

3. Résumé

«Interview responses and journals provide narratives which give voice to pre-service teachers’ concerns about stress management related to teaching, and professional roles, as well as interpersonal skills with colleagues, students, parents, and administrators. This paper suggests that for teachers who are seeking strategies for coping with stress, mindfulness may have a role to play in increasing teachers’ resilience by promoting internal resources to buffer the emotional aspects of their work. These narratives provide evidence that mindfulness training can be used as a coping mechanism. Participants who had enrolled in ’Stress and Burnout: Teacher and Student Applications’ expressed a readiness and openness to learn more about stress, as well as strategies to reduce it. Insights are provided for curriculum planning for teacher education programs. Narratives and teacher journaling are recommended for further inquiries into factors for support of introduction and implementation of mindfulness based wellness education programs for teachers, as well as for offering similar strategies for use by students in the classroom.» (p. iii-iv) Pour beaucoup d’enseignants, les relations avec les parents et les perceptions qu’on ceux-ci de leur enseignement sont des sources de stress importantes.