Zen in the Art of Teaching: Contemplative/Mindfulness Practice in the Professional Development of Teachers

Persistent Link:
http://hdl.handle.net/10150/195071
Title:
Zen in the Art of Teaching: Contemplative/Mindfulness Practice in the Professional Development of Teachers
Author:
Vorndran, Kenneth R.
Issue Date:
2009
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
This dissertation uses a Zen koan as a foundation for discussing teacher training and development. It suggests that teacher training attends to issues of theory, pedagogy, and technology, and it contends that teacher training and development does not adequately attend to the intrapersonal aspect of teaching. In spite of the use of reflective techniques in teacher education, teachers are not trained in a significant way to navigate, negotiate, or manage the issues of identity, the issues of self-belief, the patterns of thought, and/or the emotional patterns, which affect their teaching and their classrooms. This work looks at research regarding the importance of the intrapersonal aspect of teaching in relation to teacher effectiveness and classroom climate; it considers current practices in pre-service and in-service teacher training; and it reviews research related to the efficacy of mindfulness and contemplative practices, such as meditation. It argues that the intrapersonal aspect of teaching is relevant to teacher effectiveness and classroom climate; that contemplative and mindfulness practices may offer systems that support and sustain teachers as they navigate, negotiate, and manage the intrapersonal aspect of teaching; and that pre-service and in-service professional development may provide vehicles to deliver this training.
Type:
text; Electronic Dissertation
Keywords:
Contemplative Practice; Intrapersonal; Mindfulness Practice; Teacher Education; Teacher Effectiveness; Teacher Training
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Rhetoric, Composition & the Teaching of English; Graduate College
Degree Grantor:
University of Arizona
Committee Chair:
McAllister, Ken

Full metadata record

DC FieldValue Language
dc.language.isoENen_US
dc.titleZen in the Art of Teaching: Contemplative/Mindfulness Practice in the Professional Development of Teachersen_US
dc.creatorVorndran, Kenneth R.en_US
dc.contributor.authorVorndran, Kenneth R.en_US
dc.date.issued2009en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractThis dissertation uses a Zen koan as a foundation for discussing teacher training and development. It suggests that teacher training attends to issues of theory, pedagogy, and technology, and it contends that teacher training and development does not adequately attend to the intrapersonal aspect of teaching. In spite of the use of reflective techniques in teacher education, teachers are not trained in a significant way to navigate, negotiate, or manage the issues of identity, the issues of self-belief, the patterns of thought, and/or the emotional patterns, which affect their teaching and their classrooms. This work looks at research regarding the importance of the intrapersonal aspect of teaching in relation to teacher effectiveness and classroom climate; it considers current practices in pre-service and in-service teacher training; and it reviews research related to the efficacy of mindfulness and contemplative practices, such as meditation. It argues that the intrapersonal aspect of teaching is relevant to teacher effectiveness and classroom climate; that contemplative and mindfulness practices may offer systems that support and sustain teachers as they navigate, negotiate, and manage the intrapersonal aspect of teaching; and that pre-service and in-service professional development may provide vehicles to deliver this training.en_US
dc.typetexten_US
dc.typeElectronic Dissertationen_US
dc.subjectContemplative Practiceen_US
dc.subjectIntrapersonalen_US
dc.subjectMindfulness Practiceen_US
dc.subjectTeacher Educationen_US
dc.subjectTeacher Effectivenessen_US
dc.subjectTeacher Trainingen_US
thesis.degree.namePh.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineRhetoric, Composition & the Teaching of Englishen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.chairMcAllister, Kenen_US
dc.contributor.committeememberMcAllister, Kenen_US
dc.contributor.committeememberWarnock, Johnen_US
dc.contributor.committeememberMiller, Thomas P.en_US
dc.identifier.proquest10684en_US
dc.identifier.oclc659753443en_US
All Items in UA Campus Repository are protected by copyright, with all rights reserved, unless otherwise indicated.