Achtsamkeit und pädagogische Professionalität in der Lehrer

Mindfulness has arrived as a health promotion in schools and teacher education, but its educational potential goes far beyond that. Dominik Weghaupt focuses on this and explores mindfulness as a practice form as well as a psychological variable from an educational science perspective. He phenomenologically highlights the characteristics of mindfulness-based courses, analyzes mindfulness exercises as a pedagogical practice, and discusses the personal aspect of pedagogical professionalism. The analysis also includes the processes of self-regulation and self-knowledge in connection with mindfulness, which emerges as a moderating factor for successful pedagogical action.