scholarly journals Assessing Mindfulness-Based Teaching Competence: Good Practice Guidance

2020 ◽  
Vol 9 ◽  
pp. 216495612097362
Author(s):  
Rebecca Crane, PhD ◽  
Lynn Koerbel, MPH ◽  
Sophie Sansom ◽  
Alison Yiangou
Keyword(s):  
Teacher Training ◽  
Good Practice ◽  
Competence Assessment ◽  
International Benchmarking ◽  
Teaching Assessment ◽  
Teaching Competence ◽  
Effective Training ◽  
Wide Scale

Inclusion of assessment of teaching competence in Mindfulness-Based Program (MBP) teacher training enables international benchmarking of standards, which in turn underpins the integrity of this emerging field and the potential to deliver effective, transformative interventions. However, there is a risk that the inclusion of competence assessment could lead to reductionism and undermining of the pedagogical features that make mindfulness-based teaching distinct. It can also make the costs of training prohibitive. The science underpinning the integrity of competence assessment is not yet robust enough to justify wide scale implementation, but when feasible, including the option for assessment enables trainees to engage in rigorous and effective training processes. When assessment is included, it is critically important that the process is held with awareness and sensitivity, and is implemented by experienced assessors with thoughtful governance. Navigating these issues involves balancing rigour with accessibility and pragmatism. This paper lays out some guidelines for good practice for MBP teaching assessment, and raises unresolved dilemmas and questions.

scholarly journals Implementing the Mindfulness-Based Interventions; Teaching Assessment Criteria (MBI:TAC) in Mindfulness-Based Teacher Training

2021 ◽  
Vol 10 ◽  
pp. 216495612199834
Author(s):  
GM Griffith ◽  
RS Crane ◽  
R Baer ◽  
E Fernandez ◽  
F Giommi ◽  
...  
Keyword(s):  
Teacher Training ◽  
Teaching Practice ◽  
Assessment Tool ◽  
Assessment Criteria ◽  
Optimal Conditions ◽  
Intervention Delivery ◽  
Effective Feedback ◽  
Teaching Assessment ◽  
Teaching Competence

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

scholarly journals Using the Mindfulness-Based Interventions: Teaching Assessment Criteria (MBI:TAC) in Supervision

2021 ◽  
Vol 10 ◽  
pp. 216495612198994 ◽  
Author(s):  
Alison Evans ◽  
Gemma M Griffith ◽  
Rebecca S Crane ◽  
Sophie A Sansom
Keyword(s):  
Teacher Training ◽  
Teacher Development ◽  
Good Practice ◽  
Assessment Criteria ◽  
Teaching Process ◽  
Reflective Dialogue ◽  
Conditions For Learning ◽  
Teaching Assessment ◽  
Reflexive Practice ◽  
Shared Language

The Mindfulness-Based Interventions: Teaching Assessment Criteria (MBI:TAC) is a useful framework for supporting teacher development in the context of mindfulness-based supervision (MBS). It offers a framework that enhances clarity, develops reflexive practice, gives a structure for feedback, and supports learning. MBS is a key component of Mindfulness-Based Program (MBP) teacher training and ongoing good practice. Integrating the MBI:TAC within the MBS process adds value in a number of ways including: offering a shared language around MBP teaching skills and processes; framing the core pedagogical features of MBP teaching; enabling assessment of developmental stage; and empowering supervisees to be proactive in their own development. The paper lays out principles for integrating the MBI:TAC framework into MBS. The supervisor needs awareness of the ways in which the tool can add value, and the ways it can inadvertently interrupt learning. The tool enables skills clarification, but the learning process needs to remain open to spontaneous experiential discovery; it can enable structured feedback but space is also needed for open reflective feedback; and it can enable conceptual engagement with the teaching process but space is needed for the supervisee to experientially sense the teaching process. The tool needs to be introduced in a carefully staged way to create optimal conditions for learning at the various stages of the MBP teacher-training journey. Practical guidance is presented to consolidate and develop current practice. The principles and processes discussed can be generalized to other forms of reflective dialogue such as mentoring, tutoring and peer reflection groups.

scholarly journals The Mindfulness-Based Interventions: Teaching Assessment Criteria (MBI:TAC): reflections on implementation and development

2018 ◽  
Author(s):  
rebecca crane ◽  
Willem Kuyken
Keyword(s):  
Teacher Training ◽  
Early Stage ◽  
Good Practice ◽  
Assessment Criteria ◽  
Tool Development ◽  
Careful Attention ◽  
Intervention Integrity ◽  
Reliability Level ◽  
Teaching Assessment ◽  
Robust Systems

The Mindfulness-Based Interventions: Teaching Assessment Criteria (MBI:TAC) is a useful tool for supporting good practice in teaching, training supervision and research contexts. It has been taken up in practice in teacher training organizations worldwide. The MBI:TAC sits within the wider consideration for research contexts of building methodological rigour by developing robust systems for ensuring intervention integrity. Research on the tool itself is at an early stage and needs development. The process of implementation needs careful attention to ensure reliability and good practice. Resources for assessors are needed to enable evaluation of their reliability level in using the tool. Development is needed to enable it to be of use for other program models, and in diverse contexts and cultures.

Implementation of Cooperative Learning Strategies to Create 3D-Videos in EFL Teacher Training

2020 ◽  
pp. 17-41 ◽  
Author(s):  
Cristina A. Huertas-Abril
Keyword(s):  
Teacher Training ◽  
Cooperative Learning ◽  
Foreign Language ◽  
Learning Strategies ◽  
Digital Competence ◽  
Teaching Innovation ◽  
Teaching Competence ◽  
Efl Teacher ◽  
Teaching Learning ◽  
The University

This chapter deals with the implementation of a teaching innovation in the context of higher education, based on the creation of 3D-videos through the use of cooperative learning and the development of digital teaching competence in English as a foreign language teacher training. Specifically, this methodological proposal is situated within the framework of the course Foreign Language for Primary School Teachers (English) of the Degree in Primary Education at the University of Cordoba, Spain, and it has been implemented in three academic years (2016-17, 2017-18, and 2018-19). The most important result of this study is that CL strategies develop pre-service EFL teachers' engagement in learning and improving their knowledge on English and enhance their digital competence while reducing the achievement gap with lower-achievement pre-service teachers thanks to heterogeneous groups. Nevertheless, this process of teaching innovation highlights that there is still much to be done to maximize the impact of cooperative learning in foreign language teaching-learning processes.

scholarly journals Attitudes of Students of Croatian Teacher Training Studies towards Music Courses and Self-evaluation of their Playing Skills

2016 ◽  
Vol 5 (1) ◽  
pp. 171
Author(s):  
Jasna Šulentić Begić ◽  
Amir Begić ◽  
Tihana Škojo
Keyword(s):  
Teacher Training ◽  
Music Theory ◽  
Procedural Knowledge ◽  
Self Evaluation ◽  
Positive Attitudes ◽  
Teaching Competence ◽  
Survey Results ◽  
Training Studies ◽  
Students Attitudes ◽  
The Republic

This paper shows a research, which comprised of 152 students of teacher training studies from the Faculty of Educational in Osijek in the Republic of Croatia. The research was conducted during the academic year 2011/2012 and the main aim was to explore students' attitudes towards the musical courses and a self-evaluation of their own singing and playing skills. The majority of participants were females between twenty and twenty-four years of age. Survey results indicate that participants are generally indifferent towards the musical courses Music theory and Music. This matter should be credited with the fact that the courses, as such, are abstract to anyone who does not have a particular prior knowledge of music. Regarding the course playing, the participants showed more positive attitudes with respect to the courses Music theory and Music. We believe that the reason for it lies in the fact that the students who enrolled the mentioned course acquire the skills of playing i.e. a procedural knowledge of music, and experience the course itself as more useful for them. Self-evaluations of students' playing and singing skills show some insecurity when it comes to playing on their own, as well as their singing, and students show uncertainty regarding their own music teaching competence, respectively.

scholarly journals Guidelines for Teacher Training in Mobile Augmented Reality Games: Hearing the Teachers’ Voices

2021 ◽  
Vol 11 (10) ◽  
pp. 597
Author(s):  
Lúcia Pombo ◽  
Margarida M. Marques
Keyword(s):  
Teacher Training ◽  
Augmented Reality ◽  
Teacher Practices ◽  
Mathematics Learning ◽  
Good Practice ◽  
Mobile Augmented Reality ◽  
Educational Value ◽  
Professional Needs ◽  
And Mathematics ◽  
The Individual

Mobile augmented reality games (MARGs) can be leveraged for educational purposes, as there are several examples in the literature revealing their educational value. The supporting technologies for MARGs’ implementation in education are increasingly pervasive and popular, so it is time for their adoption in teacher practices. However, the integration of new practices in schools, with an impact on students’ learning, requires teacher training. For that, a 50 h workshop was con-ducted to promote the collaborative development of MARGs for science, technology, engineering, and mathematics learning, which was attended by 16 in-service teachers, in Portugal. The aim of this study is to propose a set of guidelines for teacher training on MARGs, emergent from the perspectives of teachers who participated in the workshop. This is a descriptive qualitative study focusing on documental analysis of the individual final reflections of the participating teachers. The results showed that the workshop answered teachers’ personal and professional needs, with an impact on their practices, in what concerns the integration of mobile and AR technology, and of games. Producing a new game during training and making it freely available for others to use seemed to be very satisfactory for teachers, and a good practice to follow. From teachers’ reflections, it was possible to propose a set of guidelines useful for international readership, both researchers and teacher trainers, who aim to conceive and develop continuous professional development initiatives for MARGs’ integration in teacher practices.

scholarly journals The Influence of Previous Biology Lessons on Prospective Teachers’ Beliefs About Learning Biology

2021 ◽  
Vol 6 ◽  
Author(s):  
Fabian Schumacher ◽  
Melanie Basten ◽  
Jörg Großschedl ◽  
Moritz Klatthaar ◽  
Matthias Wilde
Keyword(s):  
Teacher Training ◽  
Student Learning ◽  
Prospective Teachers ◽  
Learning Processes ◽  
Future Research ◽  
Biology Teachers ◽  
Teaching Competence ◽  
Teachers Beliefs ◽  
Professional Teaching ◽  
Beliefs About Learning

Professional teaching competence is significantly influenced by beliefs about learning. Prospective teachers start their teacher training at university with quite persistent beliefs about learning processes. Beliefs about learning can be differentiated into two perspectives: beliefs about student learning and beliefs about one’s own learning. Theoretical considerations suggest that the latter influence beliefs about student learning and both perspectives are influenced by the way in which prospective teachers experienced their own lessons as pupils at school. We investigated how prospective biology teachers remembered their own biology lessons and how these experiences influenced their beliefs about learning regarding both perspectives. The sample consisted of 164 prospective biology teachers (Mage = 21.58 years, SDage = 2.5, 66.02% female) in Germany. Results of a simple mediation model indicate that previous experiences in biology lessons had an impact on both perspectives. Moreover, we found that the influence that previous lessons had on the beliefs about student learning was fully mediated by one’s beliefs about own learning processes. This suggests that experiences from one’s own schooling have an impact on how teachers view learning of their students. As implications for teacher training and future research, our findings suggest that both perspectives of beliefs need to be further taken into account and that an explicit focus on beliefs about teachers’ own learning is needed.

scholarly journals ADAPTING IN-SERVICE TEACHER TRAINING MATERIALS AND ACTIVITIES INTO TEACHING ENGLISH AS A FOREIGN LANGUAGE MATERIALS AS A STUDI PROGRAM LECTURE (A Classroom Action Research at the Group 3, 6th Semester English Education Study Program of STAIN Watampone)

EKSPOSE ◽  
2019 ◽  
Vol 17 (2) ◽  
pp. 694-708
Author(s):  
Nirwana Darwis
Keyword(s):  
Action Research ◽  
Teacher Training ◽  
Foreign Language ◽  
English Education ◽  
Teaching English ◽  
Study Program ◽  
Teaching Competence ◽  
Training Materials ◽  
Education Study ◽  
Classroom Action Research

The writing aims at finding out of the effectiveness of adapting teacher training materials and activities into teaching English as a foreign language course. The method of this research employed qualitative quantitative classroom action research design which involve eighteen learners of English department education study program of IAIN Bone. The result means that in-service teacher training materials and activities is able to develop the teachers teaching competence when adapting it into teaching English as a foreign language materials.

Comparative study on teacher training for school disaster management in Armenia and Japan

2014 ◽  
Vol 23 (2) ◽  
pp. 197-211 ◽  
Author(s):  
Koichi Shiwaku
Keyword(s):  
Teacher Training ◽  
Training Program ◽  
Disaster Management ◽  
Science Teachers ◽  
Good Practice ◽  
Effective School ◽  
Content Type ◽  
School Directors ◽  
Teacher Training Program ◽  
School Disaster

Purpose – Teacher training is significant for effective school disaster management. The purposes of this paper are: first, to set items for analysis of teacher training program of Armenia through identification of teacher training program of Emergency And Rescue Team by school staff in Hyogo (EARTH) to understand the characteristics of teacher training program of Armenia; second, to identify common points and different points of school disaster management and teacher training between EARTH and Armenia to understand the characteristics of one of training program of Japan; and third, to propose improvement of teacher training of Armenia through identification of problems to give suggestions to improve teacher training program of Armenia. Design/methodology/approach – One of teacher training program for school disaster management in Japan can be considered as a good practice. The objectives are achieved through the comparison of teacher training program between Armenia and Japan. Findings – In Armenia, there are three training targets. Training contents should be developed after the clear concept development of training for each target. This paper proposed the concept based on EARTH training program. Normalization of school including psychological care is the main contents for school directors and deputy directors. Disaster management system and disaster management drill are the contents for military science teachers. Disaster education is the main contents for general teachers. Originality/value – This paper considered mainstreaming school disaster management from the aspect of teacher training and application of training program to other countries.

Sign in / Sign up

Export Citation Format

Share Document