Abstract:

The increasing complexity of inclusive educational environments requires future teachers to develop not only pedagogical competencies but also emotional self-regulation skills. Professionals working as itinerant teachers or support teachers frequently encounter challenging classroom situations, diverse learning needs, and significant emotional demands associated with supporting students with special educational needs in mainstream schools. These professional contexts highlight the importance of integrating emotional awareness and stress-management strategies within teacher education programs.

This paper presents the design of a mindfulness-based educational approach implemented in special education teacher training courses aimed at preparing future teachers for inclusive classrooms, particularly those who will work as itinerant teachers or support teachers. The proposed model integrates short mindfulness micro-practices into regular course activities in order to enhance students’ emotional awareness, stress management abilities, and reflective professional attitudes.

The instructional design combines brief mindfulness exercises, reflective journaling tasks, and guided group discussions embedded within course sessions. The approach is grounded in research on mindfulness, emotional regulation, and reflective practice in higher education and teacher training. The paper describes the pedagogical rationale of the model, the structure of the proposed activities, and the expected learning outcomes related to emotional awareness, professional resilience, and reflective capacity.

The study also outlines a pilot implementation planned within a teacher-training context and discusses potential methods for evaluating students’ perceptions of emotional awareness, stress management, and engagement in learning. By integrating psychological self-regulation strategies into teacher education, the proposed approach aims to contribute to the development of reflective and resilient professionals capable of effectively supporting inclusive educational environments.

Keywords:

Mindfulness, emotional self-regulation, inclusive education, teacher education, itinerant teachers, support teachers.