The development of pre-service teachers' knowledge: A contemplative approach

Yungwei Hao*

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

6 Citations (Scopus)


This study investigates the effects of meditation on enhancing pre-service teacher knowledge based on the framework of technological pedagogical content knowledge (TPACK) by deepening the reflective process. Participants were students enrolled in an ICT literacy course during the fall 2014 semester. Pre-and post-course surveys indicated that the teachers had significant growth in TPACK and other types of teacher knowledge and in the depth of their reflective practice. Post-course interviews indicated positive effects from their reflective practice, showing that meditation helped the teachers prepare themselves for learning, conduct cognitive and affective tasks, and improve self-efficacy and inner strength. Several implications were noted for the future direction of teacher education programs and research.

Original languageEnglish
Pages (from-to)155-164
Number of pages10
JournalComputers in Human Behavior
Publication statusPublished - 2016 Jul 1


  • Meditation
  • Reflection
  • Teacher education
  • Teacher knowledge
  • Technological pedagogical content knowledge

ASJC Scopus subject areas

  • Arts and Humanities (miscellaneous)
  • Human-Computer Interaction
  • Psychology(all)


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