The Effect of Mindfulness Coaching on Preservice Teachers' Self-Efficacy and Mindfulness Utilizing a Mixed-Reality Simulation Environment
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Authors
Taraz, Parvin K.
Issue Date
2020-05-07
Item Type
Thesis
Language
en_US
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Abstract
The purpose of this study was to explore the effect of mindfulness coaching on preservice teachers’ self-efficacy and mindfulness, utilizing a mixed-reality simulation environment. Data was collected via a concurrent embedded mixed methods design. This study involved a treatment group of preservice teacher participants that received mindfulness coaching and a comparison group of preservice teacher participants that did not receive mindfulness coaching, within a mixed-reality simulation environment. Each preservice teacher participant completed the Mindful Attention Awareness Scale to measure mindfulness and the Teachers’ Sense of Efficacy Scale to measure self-efficacy as pretests and posttests. Participants were also interviewed. Findings were then analyzed and while there were no statistically significant quantitative results, qualitative analysis resulted in the following finding statement: Participating in a mixed-reality simulation environment influenced the teaching self-efficacy beliefs of preservice teachers and learning about mindfulness strategies while engaging in that process enabled preservice teachers to cope with in-the-moment stressors and consider ways to utilize mindfulness as classroom teachers.
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Publisher
Western CT State University