Mindfulness offers a pathway for preservice teachers to develop self-awareness, which is an essential part of personal and professional growth.
However, supporting teacher self-awareness is rarely given much attention in teacher education programs.
The authors studied the use of mindfulness meditation in an early childhood college course with early childhood preservice teachers.
This article reports the main findings that emerged from the students’ journals regarding the mindfulness meditation.
Reflecting on the findings, this article suggests that educators need to provide meaningful learning experiences and activities, which could help their students develop the personal qualities necessary to teach with high self-confidence.