'Show Me What It's Supposed to Look Like': Exploring Mindfulness-Based Support for Early Career Teachers in an Era of Neoliberal Reform

Autor/inn/en	Damico, Nicole; McKinzie Bennett, Caitlyn; Fulchini, Angelica
Titel	'Show Me What It's Supposed to Look Like': Exploring Mindfulness-Based Support for Early Career Teachers in an Era of Neoliberal Reform
Quelle	In: Policy Futures in Education, 16 (2018) 6, S.828-847 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Damico, Nicole)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1478-2103
DOI	10.1177/1478210318765322
Schlagwörter	Metacognition; Intervention; Beginning Teachers; Self Efficacy; Stress Variables; Faculty Development; Neoliberalism; Social Support Groups; Disadvantaged Schools; Urban Schools; School Districts; Teacher Student Relationship; Educational Change; Elementary School Teachers; Alternative Teacher Certification; Safety; Teacher Attitudes; Teaching Experience + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Junior teacher; Junglehrer; Self-efficacy; Selbstwirksamkeit; Neo-liberalism; Neoliberalismus; Social support; Soziale Unterstützung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; School district; Schulbezirk; Teacher student relationships; Lehrer-Schüler-Beziehung; Bildungsreform; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Sicherheit; Lehrerverhalten
Abstract	In an era of top-down mandates and neoliberal reform policies, early career teachers must receive sustained social and emotional support as part of their regular professional development in order to navigate the murky waters of education that can sometimes feel disempowering and disillusioning. Teachers in high-poverty urban schools, who often deal with additional variables like student achievement gaps, disparate funding and high teacher turnover, among myriad other hurdles, are often highly impacted by these policies. This study examined the experiences of a group of early career teachers in an urban school district that participated in a mindfulness-based professional learning intervention. Findings show that participants not only experienced increased self-efficacy in assuaging personal and professional stressors, but also connected newly acquired strategies to the ways they supported the diverse students in their classrooms. Implications from this study suggest that learning about mindfulness-based strategies in an informal group setting can be beneficial for teachers, both personally and professionally, as they navigate the tensions of beginning their careers embedded in "the neoliberal program of reform". (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01