Learning to Be with Oneself: Reflections on Mindfulness and Self-Compassion among Future Educators

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F46747885%3A24510%2F25%3A00014018" target="_blank" >RIV/46747885:24510/25:00014018 - isvavai.cz</a>

Výsledek na webu

<a href="https://www.spirituality-studies.org/dp-volume11-issue2-fall2025/21/" target="_blank" >https://www.spirituality-studies.org/dp-volume11-issue2-fall2025/21/</a>

DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

Learning to Be with Oneself: Reflections on Mindfulness and Self-Compassion among Future Educators

Popis výsledku v původním jazyce

This paper reports on a qualitative pilot study involving students preparing for careers in non-formal education (N = 15) who participated in a four-session intervention introducing mindfulness and self-compassion. The aim was to explore how future educators perceive the personal and pedagogical relevance of these practices, as well as the barriers they encounter. Focus group data were analysed thematically, revealing three themes: perceived personal benefits (greater everyday awareness, recognition of self-critical inner dialogue, valuing exposure to techniques); barriers to practice (personal, contextual, accessibility, and emotional resistance); and perceived pedagogical implications (age-appropriateness, potential classroom use, and teachers’ own engagement). The findings show that while some barriers are easily addressed through practical adjustments, sustaining engagement requires individualised approaches that respect personal preferences and readiness. Above all, the study highlights that emotional resistance is not peripheral but lies at the heart of what makes these practices both challenging and transformative.

Název v anglickém jazyce

Learning to Be with Oneself: Reflections on Mindfulness and Self-Compassion among Future Educators

Popis výsledku anglicky

This paper reports on a qualitative pilot study involving students preparing for careers in non-formal education (N = 15) who participated in a four-session intervention introducing mindfulness and self-compassion. The aim was to explore how future educators perceive the personal and pedagogical relevance of these practices, as well as the barriers they encounter. Focus group data were analysed thematically, revealing three themes: perceived personal benefits (greater everyday awareness, recognition of self-critical inner dialogue, valuing exposure to techniques); barriers to practice (personal, contextual, accessibility, and emotional resistance); and perceived pedagogical implications (age-appropriateness, potential classroom use, and teachers’ own engagement). The findings show that while some barriers are easily addressed through practical adjustments, sustaining engagement requires individualised approaches that respect personal preferences and readiness. Above all, the study highlights that emotional resistance is not peripheral but lies at the heart of what makes these practices both challenging and transformative.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

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OECD FORD obor

50100 - Psychology and cognitive sciences

Projekt

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Návaznosti

S - Specificky vyzkum na vysokych skolach

Rok uplatnění

2025

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Spirituality Studies>

ISSN

1339-9578

e-ISSN

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Svazek periodika

11

Číslo periodika v rámci svazku

2

Stát vydavatele periodika

SK - Slovenská republika

Počet stran výsledku

18

Strana od-do

20-37

Kód UT WoS článku

001594194600003

EID výsledku v databázi Scopus

2-s2.0-105019506651