Hao 2016

Source:   RESEARCH ARTICLE

APA Citation:

Hao, Y. (2016). The development of pre-service teachers’ knowledge: A contemplative approach. Computers in Human Behavior, 60, 155-164.

Author bio:

Yungwei Hao – Department of Education, National Taiwan Normal University

Purpose:

This study investigates the effects of meditation on enhancing preservice teacher knowledge based on the framework of technological pedagogical content knowledge (TPACK) by deepening the reflective process. 155

Key Finding:

Post-course interviews indicated positive effects from their reflective practice, showing that meditation helped the teachers prepare themselves for learning, conduct cognitive and affective tasks, and improve self-efficacy and inner strength 155

Method:

40 PST (preservice teachers) from a 4-year university for teachers in northern Taiwan, and who were enrolled in an literacy teacher education course; volunteers 157

Weekly 2-hour course, Computer Assisted Instruction, was informed by a contemplative path, designed with meditation used to aid reflective practice 157

Measurement instruments:

·         Modified version of TPACK (technological pedagogical content knowledge) instrument

·         Questionnaire to measure differences of reflection before and after course

·         Researcher-constructed survey to measure perspectives regarding foundation knowledge, meditation intervention, and general perceptions of the course

·         Focus-group interviews (post-course)

This mixed-methods study employed a convergent parallel design in which the data from the survey items and focus-group interviews were collected and analyzed 158

Results:

Results indicated that the PSTs perceived that they had achieved significantly higher levels of teacher knowledge and reflection after completing the course 159

In summary, the PSTs reported that several elements of the course were most useful:

·         Considering their motivation for becoming a teacher

·         Reflecting upon their past, present, and future directions as a teacher

·         Practicing meditation before class

·         Linking technologies to enhance their instructional design (development of TPACK)

Discussion:

This study adopted meditation to foster reflective practice in preparing PSTs to meet the changing needs of students. The extent of reflection in the post-course survey was significantly higher than the pre-course survey. 162

The PSTs who had meditation experience before had higher reflection abilities than the PSTs who had never meditated. 162

Most PSTs indicated that their learning experience was significantly enriched by meditation. they regarded it as an effective way to foster awareness and reflection, which was the axis of the course. They positively commented on the significance of reflecting on what they had learned and their transformation of foundational knowledge into a transformed knowledge. 162

This study showed that meditation can be effective in enhancing learning and inner strength by fostering emotional regulation, awareness, and reflection. 162