{"id":10325,"date":"2025-01-01T19:22:20","date_gmt":"2025-01-01T19:22:20","guid":{"rendered":"https:\/\/icertpublication.com\/?page_id=10325"},"modified":"2025-01-12T05:38:36","modified_gmt":"2025-01-12T05:38:36","slug":"relevance-of-inclusion-of-yoga-in-teacher-education-curriculum","status":"publish","type":"page","link":"https:\/\/icertpublication.com\/index.php\/shodh-sari-2\/sodh-sari-vol-4-issue-1\/relevance-of-inclusion-of-yoga-in-teacher-education-curriculum\/","title":{"rendered":"Relevance Of Inclusion of Yoga in Teacher Education Curriculum"},"content":{"rendered":"\t\t
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Relevance Of Inclusion of Yoga in Teacher Education Curriculum<\/h4>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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Garima<\/span>1<\/span><\/span> and Bhattacharya, Jayatee<\/span>2<\/span><\/span><\/p>

1<\/span><\/span>Research Scholar, Amity Institute of English Studies and Research, Amity University, Noida<\/span><\/p>

2<\/span><\/span>Associate Professor, Amity Institute of English Studies and Research, Amity University, Noida<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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Abstract<\/h6>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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The words of Swami Vivekananda ji reiterate in my heart and soul; sending a shiver down my spine. According to his golden words, Arise, Awake and Stop not until the goal is reached. These golden words hold relevance in all walks of life. But, here, the matter of concern are the student teachers. Teacher Education Programs are deliberately designed to ensure the molding of prospective teachers. Just like a potter gives shape to a pot, similarly, Teacher Education Programs shape the future of student teachers. \u2018Yoga\u2019 is derived from the Sanskrit word \u2018Yuj\u2019 which refers to a unification. It indicates the unification of the individual with the omniscient one. This was, at the outset, preached by the propounder of yoga Patanjali. Body, intellect and soul; complement the individuals. In order to cater to the requirements of individuals the three essentials are good health, sound knowledge and peace of mind. A good health is deemed to be a physical requirement, sound knowledge is our psychological requirement and a peaceful mind is a spiritual requirement. For ensuring harmonious development, all three facets are crucial. All individuals aspire to prosper in a conducive environment. But the increasing demands and the requirements have forced them to form a part of the rat race; thereby resulting in increased mental health issues. To understand ourselves and our surroundings, it becomes even more pertinent and vital to imbibe the learning that a healthy mind lies in a healthy body.<\/span><\/p>

Keywords:<\/b><\/span> Curriculum, environment, harmonious, spiritual, pertinent.<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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Impact Statement<\/h6>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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Incorporating yoga into teacher education has a profound impact on individual well-being, educational innovation and societal development. As a holistic practice that encompasses physical, mental and emotional wellbeing, yoga is crucial in addressing the challenges of the modern education system. The aim of this study is to evaluate the effectiveness of incorporating yoga into a teacher education program, focusing on yoga\u2019s potential to transform the educational experience of teachers and students.<\/span><\/p>

Academic and Professional Development<\/span>:\u00a0<\/span><\/p>

Incorporating yoga into teacher training can improve educators’ self-awareness, emotion regulation, and stress management skills, giving them the resilience and awareness to handle the complexities of today’s classrooms. Additionally, yoga promotes clarity of thought, which is essential for effective teaching and decision-making.<\/span><\/p>

Learner-Centered Pedagogy<\/span>:<\/span><\/p>

Yoga-trained teachers are more likely to practice holistic and inclusive teaching methods, fostering a supportive and engaging classroom environment. Integrating yoga principles into pedagogy can promote mindfulness and emotional intelligence in students, improving their focus, behavior, and academic performance.\u00a0<\/span><\/p>

Social impact<\/span>:\u00a0<\/span><\/p>

Incorporating yoga into teacher training is in line with global efforts to promote mental health and well-being, such as the UN\u2019s Sustainable Development Goal (SDG) 3 on good health and well-being. Competent yoga teachers can act as catalysts to promote these values in their communities, thereby contributing to building healthier, more balanced societies.<\/span><\/p>

Promoting health and wellness<\/span>:\u00a0<\/span><\/p>

Teaching is a stressful profession, so yoga offers a preventative approach to physical and mental health issues. Yoga teacher training reduces burnout, absenteeism, and turnover, providing a stable and motivated workforce.\u00a0<\/span><\/p>

Preservation of Cultural and Historical Heritage<\/span>:<\/span><\/p>

Integrating yoga into teacher training also enhances its cultural relevance by preserving the rich tradition and adapting it to its contemporary relevance. It promotes understanding of the philosophical roots of yoga, fostering a deeper understanding of cultural heritage among educators and students.<\/span><\/p>

Political research and results<\/span>:<\/span><\/p>

This study provides information based on the actual data of politicians and program developers playing for yoga programs composed of education education. We distinguish the advanced practice of implementation, evaluate potential problems, and provide global implementation evolution models.\u00a0<\/span><\/p>

Expected results<\/span>:<\/span><\/p>

  • Improved the effectiveness of teachers and personal happiness.<\/span><\/p><\/li>

  • Improvement of student academic and social results.\u00a0<\/span><\/p><\/li>

  • Mindfulness and wellness practices will be widely introduced into society.<\/span><\/p><\/li>

  • Strengthening the connection between traditional knowledge systems and modern education.\u00a0<\/span><\/p><\/li><\/ul>

    This study contributes to the evolving discussion on education reform by demonstrating yoga as a transformative tool for empowering educators and shaping future generations.<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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    About The Author<\/h6>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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    Ms. Garima <\/b><\/span>is currently pursuing Ph.D. in English Literature from Amity University, Noida. Her educational credentials include M.A. English (Panjab University, Chandigarh), B.Ed (Amity University, Noida) and M.Ed (Amity University, Noida). She has attended number of National and International Seminars and Conferences, presented papers in them, and has also won Best Paper Presentation Award twice. She has even attended Faculty Development Programs. Her Research Interest Areas include Feminism, Post Colonial Literature, Posthumanism, Educational Technology and Teacher Education. Her other areas of Academic Interest are Psychology, Behavioral Science, Business Communication and English Language and Literature. Till now she has got 7 Research Papers to her credit in both Refereed National and International Journals along with that of in SCOPUS INDEXED. Ms. Garima is also interested in Popular Culture and Creative Writing.\u00a0<\/span><\/p>

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    Dr. Jayatee Bhattacharya<\/b><\/span> is a Ph.D. in English Literature from Netaji Subhash University, Kolkata and is into teaching for the last 24 years. She has carried on her extensive research in the area of Feminism and has attended number of national & international seminars & conferences and also has presented her papers in them. Her Research Interest Areas are Indian English Writings, Feminist and Post Colonial Literature. Her other areas of Academic Interest are English Literature & Language, Corporate Communications, Student Psychology & Soft Skills. Till now she has got 3 Books & 70 Research Papers to her credit in both Refereed National & International Journals along with that of in SCOPUS INDEXED & WEB OF SCIENCE JOURNALS. Dr. Bhattacharya in her career has taught in different prestigious institutions like DAV, DSMS, NSHM, CMC, IET, PIET & LPU. Her recent book is on \u201cMarriage & Womanhood in the Contemporary Indian English Novel by Women: A Feminist Approach\u201d. Currently she is working as an Associate Professor & Ph.D. Co-Ordinator in Amity Institute of English Studies & Research (AIESR), under Amity University, Uttar Pradesh (AUUP). Apart from academics Dr. Bhattacharya is also having proficiency in music, culinary skills & is keenly interested in every form of creative &\u00a0performing\u00a0art.<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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    References<\/h6>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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    \u00a0<\/p>

    1. Mangal, U. and mangal, K.S. (2007) Yoga Education. New Delhi. <\/span>Arya Book depot<\/span>.<\/span><\/p><\/li>

    2. Das, N. (2014). <\/span>Health education<\/span>. Sports Publishing.<\/span><\/p><\/li>

    3. Gajjar, N. (2012). Effect of yoga exercises on achievement, memory and reasoning ability. <\/span>International Journal of Research and Education<\/span>, <\/span>1<\/span>(1) Dec, 34\u201353.<\/span><\/p><\/li>

    4. Mimansa, Y. (1998). <\/span>Lonvala Kaivalyadhama<\/span>, <\/span>17<\/span>.<\/span><\/p><\/li>

    5. Mrinalini, T. (2015). Yoga education. Neel Kamal publication pvt. <\/span>Ltd.<\/span> New Delhi.<\/span><\/p><\/li>

    6. Pandey, S. N. (2016). <\/span>Handbook of Yoga Education and training. Kanishka publication distributors, New Delhi<\/span>.<\/span><\/p><\/li>

    7. Adesina, A. E., & Gabriel, E. T. (2023). Emerging Trends and challenges in science Education. <\/span>Shodh Sari-An International Multidisciplinary Journal<\/span>, <\/span>02<\/span>(03), 358\u2013371. https:\/\/doi.org\/10.59231\/sari7612<\/span><\/p><\/li>

    8. Saxena, Mishra, & Mohanty. (2015). <\/span>Teacher education. R. lall book depot<\/span>. Meerut.<\/span><\/p><\/li>

    9. Sharma, S. P. (2005). <\/span>Teacher Education-principles, theories and practices. Kanishka publication distributor<\/span>. New Delhi.<\/span><\/p><\/li>

    10. Sudha, Y. (1998). <\/span>Bangalore, Vivekmanda Kendra, yoga\u00a0Prakashan<\/span>, <\/span>9<\/span>.<\/span><\/p><\/li>

    11. Shanker, G. (2023). Learning Behavior of UG & PG Students of University College of Physical Education, Guru Kashi University Talwandi Sabo, Bhatinda (Punjab) During Lockdown Period. <\/span>Shodh Sari-An International Multidisciplinary Journal<\/span>, <\/span>02<\/span>(04), 103\u2013114. https:\/\/doi.org\/10.59231\/sari7627<\/span><\/p><\/li>

    12. Yadav, S., & Kumar, S. (2014). To study the effectiveness of yoga education on holistic\u00a0development of teacher trainees. <\/span>International Journal of Innovative Research and Development<\/span>, <\/span>3<\/span>(1) Jan, 243-245.<\/span><\/p><\/li>

    13. Parmar, M. (2024). Interdisciplinarity and Indigenous knowledge. <\/span>Edumania-An International Multidisciplinary Journal<\/span>, <\/span>02<\/span>(03), 208\u2013215. https:\/\/doi.org\/10.59231\/edumania\/9068<\/span><\/p><\/li>

    14. Goal, A. (2007) <\/span>Yoga education: Philosophy and practice<\/span>. Deep and Deep Publication.<\/span><\/p><\/li>

    15. Giri, S. V. (2016). <\/span>Teaching of yoga<\/span>. APH Publication Corporation.<\/span><\/p><\/li><\/ol>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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      Relevance Of Inclusion of Yoga in Teacher Education Curriculum Garima1 and Bhattacharya, Jayatee2 1Research Scholar, Amity Institute of English Studies and Research, Amity University, Noida 2Associate Professor, Amity Institute of English Studies and Research, Amity University, Noida Abstract The words of Swami Vivekananda ji reiterate in my heart and soul; sending a shiver down my […]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":10106,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"site-sidebar-layout":"no-sidebar","site-content-layout":"page-builder","ast-site-content-layout":"default","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"disabled","ast-breadcrumbs-content":"","ast-featured-img":"disabled","footer-sml-layout":"","theme-transparent-header-meta":"default","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"default","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"var(--ast-global-color-4)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"ast-content-background-meta":{"desktop":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"footnotes":""},"class_list":["post-10325","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/icertpublication.com\/index.php\/wp-json\/wp\/v2\/pages\/10325","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/icertpublication.com\/index.php\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/icertpublication.com\/index.php\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/icertpublication.com\/index.php\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/icertpublication.com\/index.php\/wp-json\/wp\/v2\/comments?post=10325"}],"version-history":[{"count":22,"href":"https:\/\/icertpublication.com\/index.php\/wp-json\/wp\/v2\/pages\/10325\/revisions"}],"predecessor-version":[{"id":10651,"href":"https:\/\/icertpublication.com\/index.php\/wp-json\/wp\/v2\/pages\/10325\/revisions\/10651"}],"up":[{"embeddable":true,"href":"https:\/\/icertpublication.com\/index.php\/wp-json\/wp\/v2\/pages\/10106"}],"wp:attachment":[{"href":"https:\/\/icertpublication.com\/index.php\/wp-json\/wp\/v2\/media?parent=10325"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}