Teachers’ Perceptions of the Educational Possibilities of Taoist Thought and Practices in Teacher Education

Taoist Thought and Practices have had little presence in teacher education in the educational contexts outside China examined in this study (Spain, Italy, Chile, Peru, Cuba, and Paraguay). This study explores teachers’ perceptions of the educational possibilities of Taoist thought and practices in teacher education, focusing on four dimensions emerging from the literature and interviews: personal and moral development, pedagogical awareness and practice, health and well-being, and social relationships. In-depth interviews were conducted with 33 teachers from different educational levels across several countries—including five Taoist-trained instructors working in private centers—, using a thematic analysis approach. Findings suggest that the teachings of Taoist thought and practices offer significant benefits in teacher education by providing tools for self-knowledge, pedagogical awareness, and emotional balance, fostering a more humanistic and reflective approach to teaching. These teachings also emphasize the development of virtues such as humility, empathy, and patience, which support professional and personal growth. The study highlights the value of Taoist concepts like wuwei (non-action) and ziran (spontaneity) in improving classroom dynamics and teacher-student relationships. Moreover, the research underlines the relevance of integrating Taoist practices, such as qi cultivation and xiulian, to enhance teachers’ mental health, resilience, and overall well-being.