Inner Peace in Language Teacher Education

An Intervention-Based Study

Autores

Palavras-chave:

inner peace, pedagogies of harmonies, well-being, positive psychology, language teacher education

Resumo

This article reports on a study that explored inner peace and responds to the need to understand pedagogies of harmonies in diverse contexts (Pentón Herrera; Trinh; Park, 2026). This multi-case study examined English as a foreign language (EFL) pre-service teachers’ experiences with an Inner Peace Intervention (IPI) during a practicum course in Argentina, intending to help them understand and increase inner peace. Data were collected through semi-structured interviews, journal entries, and a focus group interview, and were subjected to thematic analysis. Findings indicate that participants conceptualized inner peace from a positive peace perspective (Galtung, 1996) and a eudaimonic approach to well-being (Ryan; Deci, 2001), aligning with Trinh, Reynolds, and Coda’s (2024) conceptualization of harmony. Participants emphasized the importance of inner peace for language teachers, as it influences classroom actions, and reported that the IPI helped them flourish as language teachers. The article highlights the need to prioritize inner peace in language teacher education as a key indicator of well-being and teacher growth, as well as an essential element for fostering peace in broader social contexts. This calls for a shift beyond the mastery of technical aspects of language toward the integration of harmony-based pedagogies that prepare future teachers to thrive and promote peace.

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Biografia do Autor

  • Maria Matilde Olivero, Universidad Nacional de Rio Cuarto

    Matilde é professora adjunta de TESOL na Universidade Nacional de Río Cuarto, Argentina. É doutora em Aquisição de Segunda Língua pela University of South Florida, nos Estados Unidos. Suas áreas de pesquisa concentram-se em fatores afetivos na formação de professores de línguas, bem-estar docente e educação para a paz. Matilde apresentou seus trabalhos em conferências nacionais e internacionais, publicou em periódicos acadêmicos internacionais e escreveu capítulos de livros para diversas editoras. É coorganizadora do livro Peacebuilding in Language Education: Innovations in Theory and Practice, publicado pela editora Multilingual Matters. Entre os principais prêmios e bolsas que recebeu, destacam-se a bolsa Fulbright para a realização de seus estudos de doutorado nos Estados Unidos e, mais recentemente, a bolsa do Grupo COIMBRA para atuar como pesquisadora visitante na Universidade de Graz, na Áustria.

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Publicado

10-09-2026

Edição

v. 26 n. 1 (2026): Pedagogies of Harmonies as Critical Love in English Language Education

Seção

Thematic Issue: Pedagogies of Harmonies as Critical Love in English

Licença

Copyright (c) 2026 Maria Matilde Olivero

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