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Cultivating a Culture of Learning illustrates practice from a variety of teacher education programs. Authors share their first-hand experience of cultivating a culture of learning as teacher educators. The insights and challenges are shared to stimulate conversation and engender future pedagogy and research in contemplative education.
List of contents
Foreword
Acknowledgements
Introduction- Kathryn Byrnes, Jane E. Dalton, and Elizabeth Hope Dorman
Chapter 1- Internal Ways of Knowing: A Case for Contemplative Practices in Pre-Service Teacher Education- Maureen Hall, Libby Falk Jones, and Aminda O'Hare
Chapter 2- Rock, Rock! Who's There? Mary-Ann Mitchell-Pellett
Chapter 3- Reframing How We Think about Learning: A Four-Source Model- Kristin Rainville and Katie Cunningham
Chapter 4- Using Contemplative Pedagogies to Explore Diversity Within and Beyond One's Experience in Pre-Service Teacher Education- Jeremy Forest Price
Chapter 5- Deep Listening, Authentic Dialogue: An (Inter)Connected Approach to Teacher Education- Tami Augustine
Chapter 6- Toward Persistence: Contemplative Practices in Community College Teacher Education Programs- Heather Bandeen
Chapter 7- Mindfulness and Student Teaching: Practice Makes Perfect (Just As You Are!)- Elizabeth G. Holtzman and Carolyn Obel-Omia
Chapter 8- Across Time and Space: Designing Online Contemplative Learning- Kathryn Byrnes
About the author
Kathryn Byrnes, Ph.D. is the Baldwin Program Director in the Center for Learning and Teaching at Bowdoin College, and faculty at the Teachings in Mindful Education (TiME) Institute in Maine. She served as Board President of the Mindfulness in Education Network (MiEN), and taught in-person and online courses on Mindful Education at Lesley University and Bowdoin College. Her scholarship and professional development work focuses on the integration of contemplative pedagogy in educational contexts.Jane E. Dalton, Ph.D. is an associate professor of Art Education at the University of North Carolina at Charlotte, where she teaches graduate and undergraduate students in K12 art education and studio art courses.Elizabeth Hope Dorman, Ph.D., is Associate Professor of Teacher Education at Fort Lewis College, a public liberal arts college in Durango, Colorado, where she teaches graduate and undergraduate students in secondary, K-12, and elementary education programs. Her scholarship focuses on the integration and effects of mindfulness and contemplative pedagogies on teacher development of social-emotional competence, particularly in diverse contexts and courses that address multicultural perspectives and equity issues.
