International Journal of Research in Teacher Education
ISSN (Print): 1308-951X -

Research article    |    Open Access
International Journal of Research in Teacher Education 2020, Vol. 11(3) 19-36

Haiku and mindfulness for teacher education: A discourse analysis

Hongnguyen (Gwen) Nguyen & Wolff-Michael Roth

pp. 19 - 36

Publish Date: September 30, 2020  |   Single/Total View: 155/655   |   Single/Total Download: 203/1.218

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Abstract

Many teachers turn to mindfulness practice as a means to deal with their stress, to develop reflexivity, and to improve their teaching efficacy. In addition, research indicates that teachers who practice mindfulness also may support their students' personal growth while helping them to learn. Writing haiku, a Japanese form of poetry, has been used in language, poetry, and nursing education to address the same issues, with the same goal and with similar results. This study was designed to investigate the discourses that teachers may encounter if they were to search for online resources regarding mindfulness practice or the writing of haiku. Employing discourse analysis, our analyses reveal that the texts pertaining to the two fields of endeavour share topics (catharsis) and discursive repertoires (experience, qualities practice), which are subdivided in more fine-grained repertoires (autobiography, affect, form, and minimalism). We present salient commonalities of the discursive resources of these two practices; and we conclude that the teaching of haiku and mindfulness should be integrated in teacher education.

Keywords: mindfulness, haiku, discourses, discourse analysis, interpretative repertoires, teacher education

How to Cite this Article?

APA 7th edition
Nguyen, H.(., & Roth, W. (2020). Haiku and mindfulness for teacher education: A discourse analysis. International Journal of Research in Teacher Education, 11(3), 19-36.

Harvard
Nguyen, H. and Roth, W. (2020). Haiku and mindfulness for teacher education: A discourse analysis. International Journal of Research in Teacher Education, 11(3), pp. 19-36.

Chicago 16th edition
Nguyen, Hongnguyen (Gwen) and Wolff-Michael Roth (2020). "Haiku and mindfulness for teacher education: A discourse analysis". International Journal of Research in Teacher Education 11 (3):19-36.

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