Quiet Revolutions: a Collaborative Case Study of Mindfulness in One Curricular Discourse Community

Dauphinais, Jennifer Catherine

doi:10.7916/d8-mg5q-fm18

Cited by 1 publication

(1 citation statement)

References 88 publications

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“…Although teachers used these techniques with the children and for their own benefit (Hwang et al, 2017), they also understood them as another task to be completed in the limited number of hours in a school day. I suggest that approaches to mindfulness in these contexts and in the absence of other supportive measures of teacher well-being (e.g., regularly scheduled meetings, mental health consultants, extra teachers in a classroom in order to lower the teacher-student ratio) may well be a means of control (Dauphinais, 2021) rather than purely assistance. Further, mindfulness without noted supports is incongruous to its purpose.…”

Section: Discussionmentioning

confidence: 99%

Early Childhood Education Teacher Workforce: Stress in Relation to Identity and Choices

Wiltshire

2023

Early Childhood Educ J

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The early childhood education teacher workforce is consistently relied upon to bolster children’s academic and socioemotional development in preparation for kindergarten and long-term outcomes. This is especially true of children who, historically overlooked and marginalized, are labeled “at risk.” While research has focused on pervasive stressors as obstacles to these classroom professionals (e.g., teacher/teaching stress, curricular mandates, quality assessments, COVID-19), there is less research on stress in relation to the formation of teacher identity; specifically, how stress contributes to and detracts from the formation of a teacher’s micro-identity, and how negative impacts of stress to the micro-identity may contribute to teachers’ decisions to leave the field. Although once considered to be one of the fastest growing industries, The Great Resignation, as it has come to be known, estimates up to 25–30% of the workforce leave annually. To better understand the choices teachers make to leave the profession, the current study examined the influence of stress on teachers’ microidentity by centering the voices of six Head Start teachers. Implementing a qualitative design, this investigation asked (a) Who are the Head Start teachers in the workforce today? (b) What are the particular stressors with which they contend? (c) How does the micro-identity of these teachers change as a result of stress, and what are the potential choices that follow? Results and findings indicated that Head Start teachers experience (1) stress as reality, (2) stress-shaped identities, and (3) identity-mediated choice. Implications and insights are discussed. Supplementary Information The online version contains supplementary material available at 10.1007/s10643-023-01468-w.

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Section: Discussionmentioning

confidence: 99%

Early Childhood Education Teacher Workforce: Stress in Relation to Identity and Choices

Wiltshire

2023

Early Childhood Educ J

View full text Add to dashboard Cite

show abstract

Quiet Revolutions: a Collaborative Case Study of Mindfulness in One Curricular Discourse Community

Cited by 1 publication

References 88 publications

Early Childhood Education Teacher Workforce: Stress in Relation to Identity and Choices

Early Childhood Education Teacher Workforce: Stress in Relation to Identity and Choices

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