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A New Window on Interaction: Does Mindfulness Play a Role?

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Khonamri F., Soleimani M., Gadušová Z., Pavera L.

Journal of Education Culture and Society

2022

vol. 13

issue 2

155-170

Aim. The paper aims to investigate the students interactions engaged in mindful tasks in an English reading classroom. It attempts to explore whether there is any connection between being mindful and having a good interaction. Methods. For the research a case study approach was utilised, in which eight BA students majoring in English language and literature at the University of Mazandaran participated. They were divided into two groups of non-mindful and less mindful, each having four members based on their scores from Mindful Attention Awareness Scale (MAAS). The data was collected in three sessions of critical reading practice, in which both groups were engaged in different forms of critical reading tasks. The less mindful group was encouraged to engage in some mindful activities prior to the critical reading tasks. All the sessions were video recorded and then transcribed for analysis. The transcribed data were analysed by the researcher and a second rater. Results. The results of the data analysis demonstrated that there were some minor differences in interactions of non-mindful and less-mindful group in critical reading tasks. The less-mindful group seemed to have more interactions than the non-mindful one. Conclusions. Due to the study limitations the results cannot be generalised. Originality. Mindfulness is a fairly new concept in English language teaching which is attracting attention as an alternative to promote learning. However, within the context of education, there have also been a select few studies that have focused on the benefits of mindfulness in English reading classrooms.

Mentor’s Perception of the Future Science Teacher’s Teaching Practice

88%

Radulović B., Jovanović T., Gadušová Z., Hašková A., Pavera L.

Journal of Education Culture and Society

2022

vol. 13

issue 1

145-155

Aim. The paper presents feedback on the effects of a new approach to the teaching practice of teacher trainees introduced in Serbia. Verification of the new approach is connected with a mentor training conception which has been under preparation within the frame of Erasmus+ project 2020-1-SK01-KA201-07825 Mentor training addressed in mutual cooperation of higher education institutions from Slovakia, Czech Republic, Hungary, and the Republic of Serbia. Methods. Within the frame of the new approach, verification structured interviews were carried out with a research sample of ten mentor teachers-science teachers from primary and secondary schools. The teachers were asked about the teacher trainees’ knowledge and skills (competences) they use within the lessons taught by them during their teaching practice, ways to improve the mentoring process, as well as mentors’ competences and the ability to self-assess. Results. The researchers collected rather positive opinions of mentors about mentees’ knowledge and skills they come to schools with. At the same time, the mentors expressed high satisfaction with their own knowledge about their mentoring role and competences. Conclusion. The paper presents, on the one hand, a good example of synergy of the national school policy strategies, introducing new approaches to the teaching practice of teacher trainees in Serbia. On the other hand, the goals of an international project are presented, which are meant to improve the quality of mentor-teachers at schools in Serbia.

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2 Journal of Education Culture and Society

2 Gadušová Z.

2 Pavera L.

1 Hašková A.

1 Jovanović T.

1 Khonamri F.

1 Radulović B.

1 Soleimani M.

2 2022

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A New Window on Interaction: Does Mindfulness Play a Role?

Mentor’s Perception of the Future Science Teacher’s Teaching Practice