Implementing the Mindfulness-Based Interventions; Teaching AssessmentCriteria (MBI:TAC) in Mindfulness-Based Teacher Training

摘要

The Mindfulness-Based Interventions: Teaching Assessment Criteria (MBI:TAC) wasoriginally developed as a tool to assess the teaching competence of mindfulness-basedprogram (MBP) teachers. The tool was made freely available and has since been used bymindfulness-based teacher training organisations internationally. During this time theMBI:TAC has evolved in its usage, from an assessment tool to one which informally supportshow MBP teachers are trained. In this article, we first examine the rationale forimplementing the MBI:TAC in MBP teacher training; second, we offer practical guidance onways of integrating the tool into teacher training pathways with awareness of itspotential and possible pitfalls; and third, we offer guidance on using the tool as aframework for giving effective feedback to trainees on their teaching practice.Implementing the MBI:TAC in teacher training may support the quality and integrity of MBPteacher training, and thus ensure high quality MBP teachers graduating. In turn this mayhelp avoid the ‘implementation cliff’ – that is, the quality of an intervention deliveryis delivered in optimal conditions when it is being researched, and drops in quality whendelivered in sub-optimal, ‘real world’ conditions.