Educating in the present moment: a study on the perceptions of future teachers about a mindfulness workshop

Abstract

This paper examines the perceptions of future teachers about a mindfulness workshop carried out during their training in the master’s degree programme in Secondary School Teacher Training between 2018 and 2020. It is sought to understand what immediate benefits are produced by different mindfulness practices, and what difficulties arise in applying this technique. A qualitative methodology was used through questionnaires with open-ended questions focused on learning about the changes perceived by the participants, about their ideas with respect to the practice, and about potential setbacks and proposals for improving the workshop. The results confirm that the most important changes are related to relaxation, stress reduction, improved attention, and self-knowledge. Time management and teacher training are two of the most important pedagogical challenges. We conclude that mindfulness workshops are necessary in teacher training, so that teachers can incorporate this practice into their lifestyles and, consequently, teach it to their students.

Keywords: Mindfulness, awareness, education, teacher training, secondary education.