Mindfulness for in-service and preservice teachers: an empirical map of the discourse from 2000 to 2020

Over the past decade, teacher learning programmes focused on mindfulness have become increasingly noticeable. In this research we ask: How pervasive is the phenomenon of mindfulness for in-service and preservice teachers and what are the characteristics of publications of this discourse? What are the current strands that constitute the discourse of mindfulness for in-service and preservice teachers? This research presents a mapping of this discourse based on 177 papers published between 2000 and 2020 focused on implementations and conceptualisations of mindfulness for in-service and preservice teachers. Findings demonstrate that mindfulness for in-service and preservice teachers is growing rapidly with implementations focused on teacher self-care and an increasing focus on the cultivation of social-emotional competencies. While most implementations take the form of short-termed interventions for in-service teachers, mindfulness for pre-service teachers is becoming more noticeable and at times it is oriented towards broader aims concerned with teacher identity.