MINDFULNESS AND GOAL SETTING PROFICIENCY RELATIONSHIP A CASE OF PROSPECTIVE TEACHERS

http://dx.doi.org/10.31703/gesr.2022(VII-II).38      10.31703/gesr.2022(VII-II).38      Published : Jun 2022
Authored by : KhadijahButt , MuhammadShahid Farooq

38 Pages : 402-413

References

  • Bakhru, K. M. (2017). Personal competencies for effective teaching: A review based study. Educational Quest, 8, 297-303
  • Bell, C. L., & Robinson, N. G. (2004). The successful student teaching experience: Thoughts from the Ivory Tower. MusicEducators Journal, 91, 39-42.
  • Benedek, A., & Molnar, G. (2012). Development of teacher competencies in a new learning environment in highereducation. The seventh international multi-conference on computing in the global information technology. Hungary
  • Bishop, S. R., Lau, M., Shapiro, S., Carlson, L., Anderson, N. D., Carmody, J., Segal, Z. V., Abbey, S., Speca, M., Velting, D., & Devins, G. (2004). Mindfulness: a proposed operational definition. Clinical Psychology: Science and Practice. Clinical Psychology: Science and Practice, 11(3), 230-240.
  • Britzman, D. P., & Dippo, D. (2000). On the future of awful thoughts in teacher education. Teaching Education, 11(1), 31- 37.
  • Burcu, Y. T., Yenel, K., & Åžahin, F. (2020). Prospective teachers’ expectations and concerns about the future: using possible selves theory. Journal of Education.
  • Camp, H. (2017). Goal Setting as Teacher Development Practice. International journal of teaching and learning in higher education, 29(1), 61-72.
  • Darling-Hammond, L., Hammerness, K., Grossman, P., Rust, F., & Shulman, L. (2005). The design of teacher education programs. In L. Darling-Hammond & J. Bransford (Eds.), Preparing teachers for a changing world: What teachers learn, 390– 441. Jossey-Bass.
  • Edannur, S. (2010). Emotional intelligence of teacher educators. International Journal of Educational Sciences, 2(2), 115-121
  • Edwards, C. (2015). Teaching mindfulness in school.
  • Epstein, R. M., & Hundert, E. M. (2002). Defining and assessing professional competence. Journal of the American Medical Association, 287, 226 –235.
  • Flook, L., Goldberg, S. B., Pinger, L., Bonus, K., & Davidson, R. J. (2013). Mindfulness for teachers: A pilot study to assess effects on stress, burnout and teaching efficacy. Mind, Brain and Education, 7(3), 182 – 195
  • Goodman, G., Arbona, C., & Dominguez de Rameriz, R. (2008). Highstakes, minimum-competency exams: How competent are they for evaluating teacher competence? Journal of Teacher Education, 59, 24 –39.
  • Gregoire, S., Buffard, T., &Vezeau, C. (2012).Personal goal setting as mediator of the relationship between mindfulness and wellbeing.International Journal of Wellbeing, 2(3), 236-250
  • Gujjar, A. A., Naoreen, B., Saifi, S., &Bajwa, M. J. (2010). Teaching Practice: Problems and Issues in Pakistan. International Online Journal of Educational Sciences, 2(2), 339-361.
  • Holbert, R. M. G. (2015). Classroom community and possible selves: Implications for midcareer teacher seminars. Teachersand Teaching, 21(1), 44–60.
  • Hong, J., Shyan Horn, J., Li Lin, C., & Juan ChanLin, L. (2008). Competency disparity between pre-service teacher education and in-service teaching requirements in Taiwan. International Journal of Educational Development, 28(1), 4-20
  • Hoy, W. &Miskel, C. (2005). Educational Administration: Theory, Research and Practice (7th ed.). McGraw-Hil
  • Huntly, H. (2008). Teachers’ work: Beginning teachers’ conceptions of competence. The Australian Educational Researcher, 35(1), 125-145.
  • Ilanlou, M., & Zand, M. (2011). professional competencies of teachers and the qualitative evaluation. Procedia Social and Behavioral Sciences, 29, 1143-1150.
  • Kennedy, M. M., Ahn, S., & Choi, J. (2008). The value added by teacher education. In M. Cochran-Smith, S. Feiman-Nemser, D. J. McIntyre, & K. E. Demers (Eds.), Handbook of research on teacher education (3rd ed.), 1249 –1273. Routledge.
  • Kiken, L. G., & Shook, N. G. (2011).Looking up: Mindfulness increases positive judgments and reduces negativity bias.Social Psychological and Personality Science, 2, 425-431
  • Klieme, E., Hartig, J., & Rauch, D. (2008). The concept of competence in educational contexts. In J. Hartig, E. Klieme, & D. Leutner (Eds.), Assessment of competencies in educational contexts, 3– 22. Göttingen, Germany: Hogrefe & Huber
  • Killion, S. K. (2019). The Intersection of Mindfulness, Teacher Efficacy and School Climate: A Pilot Study.(Unpublished Doctoral Dissertation).University of Denver, Colorado, United States.
  • Kunter, M., Klusmann, U., Baumert, J., Richter, D., Voss, T., &Hachfeld, A. (2013). Professional competence of teachers: Effects on instructional quality and student development. Journal of educational psychology, 105(3), 805-820.
  • Lauermann, F., & König, J. (2016). Teachers’ professional competence and wellbeing: Understanding the links between general pedagogical knowledge, self-efficacy and burnout. Learning and Instruction, 45, 9-19.
  • Locke, E., & Latham, G. (2007). New developments in and directions for goal- setting research. European Psychologist, 2(4), 290–300.
  • Lomas, T., Medina, J. C., Ivtzan, I., Rupprecht, S., &Eiroa-Orosa, F. J. (2017). The impact of mindfulness on the wellbeing and performance of educators: A systematic review of the empirical literature. Teaching and Teacher Education, 61, 132– 141.
  • Louws, M. L., van Veen, K., Meirink, J. A., & van Driel, J. H. (2017). Teachers’ professional learning goals in relation to teaching experience. European journal of teacher education, 40(4), 487-504
  • Marzano, R. J., Marzano, J. S., & Pickering, D. (2003). Classroom management that works: Research-based strategies for every teacher. ASCD.
  • Roeser, R. W., Skinner, E., Beers, J., & Jennings, P. A. (2012). Mindfulness training and teachers’ professional development: An emerging area of research and practice. Child Development Perspectives, 6(2), 167 – 173
  • Seijts, G., Taylor, L., & Latham, G. (1998).Enhancing teaching performance through goal setting, implementation and seeking feedback. The International Journal for Academic Development, 3(2), 156-168
  • Strick, M., &Papies, E. K. (2017). A brief mindfulness exercise promotes the correspondence between the implicit affiliation motive and goal setting. Personality and Social Psychology Bulletin, 43(5), 623-637.
  • Wayne, A. J., & Youngs, P. (2003). Teacher characteristics and student achievement gains: A review. Review of Educational Research, 73, 89 –122.
  • Yeh, S. S. (2009). The cost-effectiveness of raising teacher quality. Educational Research Review, 4, 220-232
  • Zumwalt, K., & Craig, E. (2005). Teachers’ characteristics: Research on the indicators of quality. In M. Cochran-Smith & K. M. Zeichner (Eds.), Studying teacher education: The report of the AERA Panel on Research and Teacher Education, 157– 260. Mahwah, NJ: Erlb

Cite this article

    APA : Butt, K., & Farooq, M. S. (2022). Mindfulness and Goal Setting Proficiency Relationship: A Case of Prospective Teachers. Global Educational Studies Review, VII(II), 402-413. https://doi.org/10.31703/gesr.2022(VII-II).38
    CHICAGO : Butt, Khadijah, and Muhammad Shahid Farooq. 2022. "Mindfulness and Goal Setting Proficiency Relationship: A Case of Prospective Teachers." Global Educational Studies Review, VII (II): 402-413 doi: 10.31703/gesr.2022(VII-II).38
    HARVARD : BUTT, K. & FAROOQ, M. S. 2022. Mindfulness and Goal Setting Proficiency Relationship: A Case of Prospective Teachers. Global Educational Studies Review, VII, 402-413.
    MHRA : Butt, Khadijah, and Muhammad Shahid Farooq. 2022. "Mindfulness and Goal Setting Proficiency Relationship: A Case of Prospective Teachers." Global Educational Studies Review, VII: 402-413
    MLA : Butt, Khadijah, and Muhammad Shahid Farooq. "Mindfulness and Goal Setting Proficiency Relationship: A Case of Prospective Teachers." Global Educational Studies Review, VII.II (2022): 402-413 Print.
    OXFORD : Butt, Khadijah and Farooq, Muhammad Shahid (2022), "Mindfulness and Goal Setting Proficiency Relationship: A Case of Prospective Teachers", Global Educational Studies Review, VII (II), 402-413
    TURABIAN : Butt, Khadijah, and Muhammad Shahid Farooq. "Mindfulness and Goal Setting Proficiency Relationship: A Case of Prospective Teachers." Global Educational Studies Review VII, no. II (2022): 402-413. https://doi.org/10.31703/gesr.2022(VII-II).38