重塑正念训练,深化K-12教师的社会、情感和文化能力

Lindsay E. Romano , Blake A. Colaianne , Rebecca N. Baelen
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引用次数: 0

摘要

随着人们越来越重视发展K-12教师的社会、情感和文化能力(SECC)的重要性,需要努力重新设想最有效地支持教师SECC发展的方法。新生的成人SEL领域为教师提供了一个定位SEL方法的机会,而不是简单的“自我照顾”支持,而是作为一种专业发展,以教师代理、社会关系和社区意识相关的技能和实践为中心。在这篇实践论文中,我们将a)将正念的实践描述为培养教师secc的一种有前途的方法;b)为K-12教师提供正念训练的重新构想,以平衡对自我照顾的关注与集体照顾和转变的更广泛目标。我们为研究人员和从业人员提供建议,说明如何以包括与更集体主义方法相关的结果的方式设计、实施和评估支持教师正念的培训。为了支持这种重新定位,我们还提供了K-12教师的初步定性证据。最后,我们将讨论如何将教师福祉的努力从个人的“我”转向集体的“我们”,从而使教师能够共同努力,建立个人和职业福祉。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Reimagining mindfulness training to deepen K-12 Teachers’ social, emotional, and cultural competencies
As more attention is placed on the importance of developing K-12 teachers’ social, emotional, and cultural competencies (SECCs), efforts are needed to reimagine approaches that most effectively support teachers’ SECC development. The nascent field of Adult SEL offers an opportunity to situate SEL approaches for teachers not as simply “self-care” support, but rather as professional development that centers skills and practices related to teacher agency, social relationships, and a sense of community. In this practice paper, we will a) describe the practice of mindfulness as a promising approach for cultivating teachers’ SECCs and b) offer a reimagining of mindfulness training for K-12 teachers that balances a focus on self-care with a broader aim of collective care and transformation. We offer recommendations for researchers and practitioners on how training to support teacher mindfulness can be designed, implemented, and evaluated in ways that include outcomes related to a more collectivist approach. As support for this reorientation, we also provide preliminary qualitative evidence from K-12 teachers. We close by discussing how shifting teacher well-being efforts from the individual “me” toward a collective “we” can empower teachers to work together to establish personal and professional well-being.
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