Exploring the impacts of mindfulness training for an EFL teacher: Insights from a narrative inquiry study


ÇİÇEK M., GÜRBÜZ N.

Issues in Educational Research, vol.33, no.2, pp.471-487, 2023 (ESCI) identifier identifier

  • Publication Type: Article / Article
  • Volume: 33 Issue: 2
  • Publication Date: 2023
  • Journal Name: Issues in Educational Research
  • Journal Indexes: Emerging Sources Citation Index (ESCI), Scopus, Periodicals Index Online, EBSCO Education Source, Education Abstracts, ERIC (Education Resources Information Center), Directory of Open Access Journals
  • Page Numbers: pp.471-487
  • Karadeniz Technical University Affiliated: No

Abstract

The present study investigates how an English as a foreign language (EFL) teacher's mindfulness training transforms her interactions with students, resilience and wellbeing. An EFL teacher who had mindfulness training participated in the study over one term. A narrative inquiry approach was adopted to record the perceived impact of the training on the teacher's resilience, wellbeing, and teacher-student interactions. Semi-structured interviews and a reflective teacher diary were used to record the experiences of the teacher. The storied mindfulness experiences are presented under two themes: student-teacher interactions, and resilience and wellbeing. Analysis of the data revealed that the EFL teacher has experienced positive changes in her teaching, found it easier to cope with the stress-generating sources effectively both in class and out of class, and observed improved student-teacher interactions and less conflict in the classroom. This small-scale study aims to broaden a growing understanding of the potential of mindfulness practice as a training mechanism for in-service teachers. Mindfulness, as a positive psychology strategy can offer tools to support teachers in their demanding profession.