Impacting Teaching and Learning

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. 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 Assistant Professor of Art Education at the University of North Carolina in Charlotte, teaching art education and studio art. A textile artist, Jane’s work has been exhibited throughout the United States. She is the co-author of The Compassionate Classroom: Lessons that Nurture Empathy and Wisdom.

Byrnes, Dalton, & Dorman have managed to achieve throughout their 3-volume, edited collection, ideas both practical and inspiring. They offer the reader great scope and depth in describing contemplative practices from a variety of settings and perspectives. Teacher educators will understand more deeply what contemplative education is, ways to incorporate its practices, and why it is so valuable in supporting teacher education students and practicing teachers. Throughout the chapters, they provide the tools for self-transformation through experiences that move the soul, awaken the heart, and strengthen pedagogical thinking.

• Introduction- Elizabeth Hope Dorman, Jane E. Dalton & Kathryn ByrnesChapter 1: Encounters with the Soul in Teacher Preparation- William Greene & Younghee KimChapter 2: Cultivating Mindful Teachers: Using a Mindfulness-Based Teaching Approach with Student Teachers- Vanessa M. Villate & Gayle L. ButaudChapter 3: Cultivating Reflective Teaching Practice Through Mindfulness- Evan E. Moss, Matthew J. Hirshberg, Lisa Flook, & M. Elizabeth Graue Chapter 4: Preparing Teachers for the Classroom: Mindful Awareness Practice in Preservice Education Curriculum- Shelley MurphyChapter 5: Contemplative Teacher Education, Teacher Identity and Relationship Building Strategies- Anne Maj Nielsen & Per F. LaursenChapter 6: Narrative Pedagogy as a Mindful Contemplative Practice: Discovering Preservice Teachers' Mindful Presence- Elsie L. Olan & Roshmi MishraChapter 7: Mindfulness, Student Resistance, and the Limits of Fast-Track Teacher Prep- Jennifer CannonChapter 8: Nurturing the Inner Core through the Five Dimensions of Engaged Teaching- Elizabeth Hope DormanChapter 9: “There was this moment when I realized…”: A Framework for Examining Mindful Moments in Teaching- Kira Baker-Doyle