Contemplative Pedagogy, Mindfulness and Reflection in Teacher Education

Authors

• Karen O. Ragoonaden Dr., University of British ColumbiaFollow
• Leslie Shayer, University of British Columbia OkanaganFollow

Submission Type

General Submission

Abstract

This study explores the intersections of contemplative pedagogy, mindfulness practices and reflection in education. Contemplative pedagogy and mindfulness practices were introduced to three cohorts in teacher education, in graduate education, and in professional development education. This pedagogy and the practices provided a time, a place and a community to engage in personal and professional reflections about teaching and learning. The themes identified in this study demonstrated that engaging in contemplative pedagogy in a nine-week mindfulness course provided increased opportunities to reflect on self-awareness, on wellbeing and on the professional practice of education. The qualitative results of this study indicate that mindfulness as practice of contemplative pedagogy can provide non-traditional pathways for educators to reflect on their personal and professional pathways as they navigate the complexities of teaching and learning.

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.

Recommended Citation

Ragoonaden, Karen O. Dr. and Shayer, Leslie (2026) "Contemplative Pedagogy, Mindfulness and Reflection in Teacher Education," Journal of Contemplative and Holistic Education: Vol. 4: Iss. 1, Article 3.
Available at: https://scholarworks.bgsu.edu/jche/vol4/iss1/3