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Holding the Space: A Teacher Educator’s Poetic Representations of Pre-service Teachers Acts of Self-Care

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Academia from the Inside

Abstract

In this chapter, I present a pedagogy underpinned by mindfulness and positive psychology that values awareness, attention and intention; it promotes a way for all of us, teacher educator and pre-service teachers, to learn from one another and to explore self-care. Through poetry, I respond to pre-service teachers’ reflections, insights, worries, ruminations and moments of tension of becoming a teacher. In the process of responding, I highlight how the act of being grounded as a teacher educator supports an openness to explore the building of bridges between personal and professional growth, and individual and collective self-care that positions well-being at the heart of being and becoming a teacher.

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Authors and Affiliations

  1. Department of Education, Swinburne University of Technology, Melbourne, VIC, Australia

    Narelle Lemon

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  1. Narelle Lemon
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Correspondence to Narelle Lemon .

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  1. University of Massachusetts Dartmouth, North Dartmouth, MA, USA

    Maureen P. Hall

  2. University of Massachusetts Dartmouth, North Dartmouth, MA, USA

    Aubrie K. Brault

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Lemon, N. (2021). Holding the Space: A Teacher Educator’s Poetic Representations of Pre-service Teachers Acts of Self-Care. In: Hall, M.P., Brault, A.K. (eds) Academia from the Inside. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-83895-9_8

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  • DOI: https://doi.org/10.1007/978-3-030-83895-9_8

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