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For mindfulness to become a trait, students commented that they would like a regular weekly meeting to assist them in keeping up the practice.
The results are promising in identifying an intervention that can support a move in the direction of emotion regulation, a sense of perspective, a feeling of connectedness, behavioural flexibility, empathy, well-being and resilience, and authenticity. These could be said to list attributes of reflective, engaged and effective young teachers entering the profession. These preliminary findings from the PhD study set the stage for theory building, particularly in the area of mechanisms of change. Following these teachers into their first year at the chalk-face would be an interesting direction for future research.
Evaluation of a Mindfulness Training Programme for Student Teachers: Implications for its Potential to Enhance Well-being and Support Teacher Education.