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 INSIGHTS INTO INNOVATION OF INITIAL SCIENCE TEACHER TRAINING

2012 ◽  
Vol 45 (1) ◽  
pp. 10-18
Author(s):  
Petr Emanovský ◽  
Bronislava Štěpánková
Keyword(s):  
Teacher Training ◽  
Science Teacher ◽  
Science Teachers ◽  
Teaching Practice ◽  
Study Programme ◽  
Study Programs ◽  
Professional Science ◽  
The Difference ◽  
Science Teacher Training

The quality of science education is a very contemporary didactic topic at present. Improving the quality of this education is unthinkable without a quality science teacher training at universities and other educational institutions. Some innovation of contents and organization of the study programme for future science teachers was realized within the ESF project "Professional science teacher training for careers in a competitive environment" at Faculty of Science of Palacký University in Olomouc, Czech Republic. The project focuses on improving the training of teachers of all science branches in connection with the growing needs of the current competitive labour market. One of the main aims of the project leading to this improvement was the creation of new and innovated subjects oriented to teaching practice. A research focused on finding benefits of the new subjects for students was realized within the project. The objective of the research was to investigate the difference between students’ expectations and real benefits of the subjects. The research results were very useful as a feedback for a subsequent modification of the study programs. Some particular examples of the process and results of the research are described in the paper. Key words: initial teacher training, science subjects, innovation, evaluation.

scholarly journals Criteria for assessing the quality of mHealth apps: a systematic review

2018 ◽  
Vol 25 (8) ◽  
pp. 1089-1098 ◽  
Author(s):  
Rasool Nouri ◽  
Sharareh R Niakan Kalhori ◽  
Marjan Ghazisaeedi ◽  
Guillaume Marchand ◽  
Mobin Yasini
Keyword(s):  
English Language ◽  
Assessment Tool ◽  
Ethical Issues ◽  
Expert Panel ◽  
Security And Privacy ◽  
Assessment Criteria ◽  
Prisma Statement ◽  
Mhealth Apps

Abstract Objective Review the existing studies including an assessment tool/method to assess the quality of mHealth apps; extract their criteria; and provide a classification of the collected criteria. Methods In accordance with the PRISMA statement, a literature search was conducted in MEDLINE, EMBase, ISI and Scopus for English language citations published from January 1, 2008 to December 22, 2016 for studies including tools or methods for quality assessment of mHealth apps. Two researchers screened the titles and abstracts of all retrieved citations against the inclusion and exclusion criteria. The full text of relevant papers was then individually examined by the same researchers. A senior researcher resolved eventual disagreements and confirmed the relevance of all included papers. The authors, date of publication, subject fields of target mHealth apps, development method, and assessment criteria were extracted from each paper. The extracted assessment criteria were then reviewed, compared, and classified by an expert panel of two medical informatics specialists and two health information management specialists. Results Twenty-three papers were included in the review. Thirty-eight main classes of assessment criteria were identified. These were reorganized by expert panel into 7 main classes (Design, Information/Content, Usability, Functionality, Ethical Issues, Security and Privacy, and User-perceived value) with 37 sub-classes of criteria. Conclusions There is a wide heterogeneity in assessment criteria for mHealth apps. It is necessary to define the exact meanings and degree of distinctness of each criterion. This will help to improve the existing tools and may lead to achieve a better comprehensive mHealth app assessment tool.

scholarly journals Fører opplæring i felles vurderingskriterier til større grad av enighet? En studie av tekstvurdering som en del av spesialpedagogutdanning.

2018 ◽  
Vol 12 (4) ◽  
pp. 11
Author(s):  
Marianne Engen Matre ◽  
David Lansing Cameron
Keyword(s):  
Writing Assessment ◽  
Teaching And Learning ◽  
Assessment Tool ◽  
National Standards ◽  
Assessment Criteria ◽  
Shared Set ◽  
Before And After ◽  
And Training ◽  
Limited Scope

Hovedformålet med studien var å undersøke effekten av å gi spesialpedagogikkstudenter undervisning og trening i å bruke felles vurderingskriterier i møte med tekstvurdering. Studien tar utgangspunkt i datamaterialet fra NORM-prosjektet, der et utvalg elevtekster har blitt samlet i et digitalt korpus (Berge et al., 2017). Førti spesialpedagogikkstudenter vurderte de samme fire elevtekstene fra Normkorpuset, to før og to etter intervensjonen. Hensikten var blant annet å undersøke om studentene hadde større grad av enighet i sine vurderinger etter intervensjonen. Resultatene viste at det ikke var signifikante forskjeller i grad av enighet før og etter intervensjonen på de fleste områdene. Det kan være flere årsaker til dette. For eksempel er det mulig at intervensjonen var for kortvarig eller at skalaen som brukes for å måle de ulike vurderingsområdene var for lite nyansert for å fange opp små endringer i studentenes vurderingsferdigheter. Studiens funn understreker at det er svært vanskelig å finne pålitelige vurderingsformer for elevtekster, og øke påliteligheten blant studenter gjennom trening i vurderingsområder og skriveforventinger. Det er et klart behov for mer forskning på hvordan en kan øke pålitelighet for tekstvurdering og finne didaktiske tilnærminger for å forbedre vurderingsevner blant studenter innen pedagogiske studier.Nøkkelord: skriving, vurdering, pålitelighet, skrivedidaktikk i høyere utdanningDoes training in a common set of assessment criteria lead to greater levels of agreement? A study of writing assessment as part of special educator preparationAbstractThe main goal of the study was to investigate whether teaching and training in a shared set of assessment criteria results in a greater degree of consistency in the assessment of writing performance. The study was based on data collected from the study “Developing national standards for writing. A tool for teaching and learning”, also known as the “the Norm project” (Berge et al., 2017). Forty preservice special educators rated the same 4 pupil-texts before and after an intervention consisting of lectures and seminars on writing norms and formal assessment criteria. The results showed no significant differences in agreement between students’ assessments before and after the intervention. There are several possible explanations for these findings. For example, the lack of change may be due to the limited scope of the intervention or connected to characteristics of the assessment tool. The findings also illustrate the difficulty associated with conducting reliable assessments of pupils’ writing and increasing the quality of preservice educators’ assessments through training. There is a clear need for more research on how to increase the reliability of writing assessment and find better approaches to improving the assessment abilities of future educational professionalsKeywords: writing, Assessment, Reliability, Teaching Assessment in Higher Education

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.

A practical and efficient multi-assessment system for vocational teaching based on machine learning

2020 ◽  
pp. 002072092094057
Author(s):  
Meng Xiao ◽  
Haibo Yi
Keyword(s):  
Machine Learning ◽  
Vocational Education ◽  
Teaching Practice ◽  
Learning Model ◽  
Assessment System ◽  
Efficient System ◽  
Design Assessment ◽  
Teaching Assessment ◽  
Machine Learning Model

Higher vocational education is a self-consistent system for higher education appropriate to the development of productivity and economy in the world. It aims at training skilled talents, which has made great contribution to the economy and industry. Generally, designing courses in high vocational education includes teaching analysis, teaching strategy, teaching practice and teaching assessment. Among the teaching steps, teaching assessment is one of the most important method to improve the quality of course teaching. However, in most high vocational education courses, traditional written exam is still the primary tools of assessments, which can not fulfill the development of high vocational education. In order to improve the quality of high vocational education, it is very urgent to design a practical and efficient system with multiple assessments. We exploit machine learning techniques to design assessment system for high vocation education. Machine learning is a very powerful tool for data analysis and it has been used for education tools in recent years. First, we improve the teaching organization for training skilled talents. Second, we propose a feature selection model based on the improved teaching organization. Third, we propose a machine learning model for teaching assessment. With the main contributions and other improvements, we design a multi-assessment system for vocational teaching based on machine learning. We implement the multi-assessment system by using Python and TensorFlow, which shows that the system can provide practical and efficient multiple assessments for vocational teaching based on training machine learning model. Compared with other assessment methods, machine learning based multi-assessment is more intelligent and automatic. Besides, it can be extended to other fields of education with slight modifications.

scholarly journals Didactics: Methodological Approaches to Determining the Content of Physical Education Teacher Training

2020 ◽  
Vol 1 (1) ◽  
pp. 40-47
Author(s):  
Olha Ivashchenko ◽  
Radosław Muszkieta ◽  
Vladimir Potop
Keyword(s):  
Discriminant Analysis ◽  
Teacher Training ◽  
Physical Education ◽  
Teaching Practice ◽  
Average Level ◽  
Practical Training ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Methodological Approaches

The objective of the study was to develop methodological approaches to determining the content of physical education teacher training.  Materials and methods. The study involved 62 students of the School of Physical Education, who studied according to the 2001-2005 curriculum. To solve the tasks set, the study used both philosophical and general scientific research methods, including: dialectical method (principle of historicism, principle of systematicity, principle of dialectical contradiction, principle of unity of quality and quantity, principle of dialectical negation, principle of development, principle of causality); systems approach; factor and discriminant analysis. Results. The results of performance analysis show an average level of proficiency in learning material. By the coefficient of variation, the grades in History of Modern World, Culturology, Gymnastics, TMPE, 3rd year vary considerably (>33%). The students’ performance in Therapeutic Physical Training, Fundamentals of Ecology, Thesis has an average level of variability. By most indicators, the students are assessed as a homogeneous group. The analysis of similarities (h2) showed that the most informative indicators of the quality of students’ training are the grades in the following subjects: Teaching Practice (middle school) (0.817); Biomechanics (0.772); Qualification Examination (0.764); Teaching Practice (senior school) (0.763).  Conclusions. Factor and discriminant analysis provided objective information on the quality of physical education teacher training. The results of factor analysis do not confirm the objectivity of empirical identification of four groups of academic subjects of the curriculum. The factor structure of the curriculum indicates the need to change the content of education, aimed at improving the training of highly qualified teachers. The training of a physical education teacher should include the following blocks of subjects: professional theoretical and practical training, natural sciences, theory and methods of physical education of schoolchildren, special training in the chosen sport. The results of discriminant analysis show that physical education teacher training is aimed at developing knowledge, abilities and skills in the sections: 1) Means and Methods of Physical Education; 2) Theory and Methods of Motor Abilities Development; 3) Theory and Methods of Teaching Motor Actions.

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.

scholarly journals Introducing the Mindfulness-Based Interventions: Teaching and Learning Companion (The TLC)

2021 ◽  
Vol 10 ◽  
pp. 216495612110568
Author(s):  
Gemma Griffith ◽  
Rebecca Crane
Keyword(s):  
Reflective Practice ◽  
Teaching And Learning ◽  
Assessment Tool ◽  
International Standards ◽  
Teaching Skills ◽  
High Fidelity ◽  
Health And Wellbeing ◽  
Teaching Assessment ◽  
Effective Interventions ◽  
Teaching Competence

Background: Reflective practice is a key skill which can enable the development of teaching competence among Mindfulness-Based Program (MBP) teachers. Purpose: In this article, the Mindfulness-Based Interventions: Teaching and Learning Companion (TLC) is introduced. This new tool is based upon the established teaching competence assessment tool, the Mindfulness-Based Interventions: Teaching Assessment Criteria (MBI:TAC). The MBI:TAC has enabled benchmarking of international standards of MBP teaching which helps ensure high fidelity to MBP curricula and contributes to the overall integrity of the field. This in turn, underpins the potential of MBPs to be effective interventions for the enhancement of participants’ mental health and wellbeing. Conclusions: The TLC aims to facilitate MBP teachers’ development by enabling active reflection focused on the key features of MBP teaching skills.

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