Beyond headstands and handstands : a case study that explores the experiences and teaching practices of yoga 11 teachers in Nova Scotia

Abstract

This case study explored the experiences and teaching practices of seven Yoga 11 teachers in Nova Scotia public schools. The purpose of this study was to gain a deeper and fuller understanding of the experiences and teaching practices of Yoga 11 teachers—a somewhat unique group of teachers (within a single Canadian province), which has not been a subject of any documented study. More specifically, by engaging seven of these teachers in an intrinsic multi-case study, a focused inquiry into their Yoga 11 experiences and teaching practices was undertaken so that it could be possible to also attend to the impacts of those experiences and teaching practices on their other professional teaching practice(s) and personal lives. Data collection included two focus groups, one semi-structured interview with each participant, and three journal writing activities. The summary of three main findings revealed that (a) teaching and doing yoga shaped teaching practice, (b) yoga improved teacher health and well-being, and (c) engaging in critical reflection in this study illuminated and reset the teacher’s yoga journey. A variety of subjective experiences shared by participating Yoga 11 teachers provided new documented evidence that teaching and doing yoga have many positive influences on shaping a teacher’s teaching practice and their personal health and wellness. This research could be used as a foundation for further study in areas of yoga teacher practice and in health-based, movement-based subject areas.