Researchers have indicated that mindful teaching approaches support students and educators throughout the learning process. The purpose of this hermeneutic phenomenological study was to explore the lived experiences of counselor educators with a daily mindfulness practice in the classroom with culturally diverse students. Relational-cultural theory (RCT) was the conceptual framework. Relational cultural theory concepts of relational connections and disconnections were used to explore the participants' lived experiences implementing a mindful teaching approach. Purposeful sampling yielded 10 participants who participated in semi-structured interviews. Using an inductive approach, the data were analyzed to identify essential themes. Thematic analysis was conducted by hand using literature-based codes and lean coding. Findings extracted from the literature review were used to pinpoint level one themes. Lean codes, or emergent themes, were then placed under each literature-based theme. The literature-based themes included: mindfulness practices, contemplative practices and the experience of educators, mindfulness competencies, interconnectivity, treatment outcomes, therapeutic presence, relational empathy, awareness and acceptance, self-care, and critiques. The emergent subthemes included: a mindful attitude, evaluation, modeling for students, creativity in the classroom, mindful orthodoxy versus personal experiences, authenticity, and cultural awareness. Findings may be useful for counselor educators who seek a greater capacity for awareness, acceptance, empathy, self-care, creativity, and presence when working with diverse students in the classroom. Implementing a mindful teaching approach can contribute to counselor educators meeting the needs of their diverse students.
展开▼
