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Pedagogical Practices among Public S...

Hung, Kaman Christopher.

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Pedagogical Practices among Public School Health and Physical Education Teachers Implementing Mindfulness-Based Stress Reduction to Adolescents: A Phenomenological Study = = 公立學校健康和體育教師實施基於正念的青少年減壓的教學實踐：現象學研究.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Pedagogical Practices among Public School Health and Physical Education Teachers Implementing Mindfulness-Based Stress Reduction to Adolescents: A Phenomenological Study =/
其他題名:	公立學校健康和體育教師實施基於正念的青少年減壓的教學實踐：現象學研究.
作者:	Hung, Kaman Christopher.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
面頁冊數:	268 p.
附註:	Source: Dissertations Abstracts International, Volume: 80-08, Section: A.
Contained By:	Dissertations Abstracts International80-08A.
標題:	Mental health. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13424801
ISBN:	9780438854376

Pedagogical Practices among Public School Health and Physical Education Teachers Implementing Mindfulness-Based Stress Reduction to Adolescents: A Phenomenological Study = = 公立學校健康和體育教師實施基於正念的青少年減壓的教學實踐：現象學研究.
Hung, Kaman Christopher.

Pedagogical Practices among Public School Health and Physical Education Teachers Implementing Mindfulness-Based Stress Reduction to Adolescents: A Phenomenological Study =公立學校健康和體育教師實施基於正念的青少年減壓的教學實踐：現象學研究. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 268 p.

Source: Dissertations Abstracts International, Volume: 80-08, Section: A.

Thesis (D.H.S.C.)--California University of Pennsylvania, 2018.

This item must not be sold to any third party vendors.

Mindfulness-based interventions have been shown to enhance well-being through a reduction in stress, anxiety, and depressive symptoms. They have also been shown to enhance working memory capacity, empathy, and compassion among practitioners. The purpose of this study was to examine the mechanisms of infusing mindfulness-based interventions and mindfulness-based stress reduction practices into teacher pedagogy and gain insight into a teacher's lived experiences. Participants were 13 teachers (7 female, 6 male) ranging from 2-to-35 years of experience. Three serial semi-structured interviews along with an observation of a lesson between the second and third interviews were conducted between a three-month period. Findings from a qualitative analysis of interview transcripts and observational notes revealed eight themes present among mindful educators: (1) teachers select content mindfully basing decisions on class climate and make-up, (2) personal history and personal practice influence ability and perceived support, (3) implementation experience varies and directly affects perceived outcomes, (4) modeling behavior for students and other staff, (5) intrinsic and extrinsic motivation remain relevant factors to implementation, (6) challenges become motivators, (7) various levels of perceived organizational support, and (8) teachers developed higher levels of empathy from teaching mindfulness. In conclusion, teachers' experiences are a result of their ability to provide quality social and emotional instruction as a coping mechanism critical in their students' transition to adulthood.

ISBN: 9780438854376Subjects--Topical Terms:

534751
Mental health.

Pedagogical Practices among Public School Health and Physical Education Teachers Implementing Mindfulness-Based Stress Reduction to Adolescents: A Phenomenological Study = = 公立學校健康和體育教師實施基於正念的青少年減壓的教學實踐：現象學研究.
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245 1 0 $a Pedagogical Practices among Public School Health and Physical Education Teachers Implementing Mindfulness-Based Stress Reduction to Adolescents: A Phenomenological Study = $b 公立學校健康和體育教師實施基於正念的青少年減壓的教學實踐：現象學研究.
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500 $a Source: Dissertations Abstracts International, Volume: 80-08, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Biddington, Carol M.
502 $a Thesis (D.H.S.C.)--California University of Pennsylvania, 2018.
506 $a This item must not be sold to any third party vendors.
520 $a Mindfulness-based interventions have been shown to enhance well-being through a reduction in stress, anxiety, and depressive symptoms. They have also been shown to enhance working memory capacity, empathy, and compassion among practitioners. The purpose of this study was to examine the mechanisms of infusing mindfulness-based interventions and mindfulness-based stress reduction practices into teacher pedagogy and gain insight into a teacher's lived experiences. Participants were 13 teachers (7 female, 6 male) ranging from 2-to-35 years of experience. Three serial semi-structured interviews along with an observation of a lesson between the second and third interviews were conducted between a three-month period. Findings from a qualitative analysis of interview transcripts and observational notes revealed eight themes present among mindful educators: (1) teachers select content mindfully basing decisions on class climate and make-up, (2) personal history and personal practice influence ability and perceived support, (3) implementation experience varies and directly affects perceived outcomes, (4) modeling behavior for students and other staff, (5) intrinsic and extrinsic motivation remain relevant factors to implementation, (6) challenges become motivators, (7) various levels of perceived organizational support, and (8) teachers developed higher levels of empathy from teaching mindfulness. In conclusion, teachers' experiences are a result of their ability to provide quality social and emotional instruction as a coping mechanism critical in their students' transition to adulthood.
520 $a 基於正念的干預措施已被證明可通過減輕壓力，焦慮和抑鬱症狀來增強幸福感。它們還被證明可以提高從業者的工作記憶能力，同理心和同情心。本研究的目的是研究將基於正念的干預和基於正念的壓力減少實踐融入教師教學中的機制，並深入了解教師的生活經歷。參與者為13名教師（7名女性，6名男性），經驗為2至35年。在三個月的時間段內進行了三次連續的半結構式訪談以及第二次和第三次訪談之間的課程觀察。對訪談記錄和觀察記錄進行定性分析的結果揭示了有意識的教育者中存在的八個主題：（1）教師根據課堂氣氛和化妝選擇內容，（2）個人歷史和個人實踐影響能力和感知支持，（3）實施經驗各不相同，直接影響感知結果，（4）學生和其他員工的建模行為，（5）內在和外在動機仍然是實施的相關因素，（6）挑戰成為激勵因素，（7）各種感知水平組織支持，以及（8）教師從正念教學中獲得更高層次的同理心。總之，教師的經驗是他們能夠提供高質量的社會和情感教育作為學生向成年過渡的關鍵應對機制的結果。.
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