Mar. 01, 2012
Source: Teaching Education, Volume 23, Issue 1, 2012, pages 71-88
This article presents a theoretical framework for considering gratitude in the context of pre-service teachers’ professional experience.
The article then outlines a small qualitative pilot study of outcomes reported by six pre-service teachers when they consciously applied gratitude in their second practicum.
The practicum was undertaken in a variety of primary- and secondary-school settings.
Each participant reported positive effects in the areas of improved relationships, enhanced wellbeing, and improved teaching outcomes.