Griffith G M, Crane R S, Baer R, Fernandez E, Giommi F, Herbette G, Koerbel L
Centre for Mindfulness Research and Practice, School of Psychology, Bangor University, Bangor, UK.
Oxford Mindfulness Centre, Oxford University, UK.
Glob Adv Health Med. 2021 Feb 24;10:2164956121998340. doi: 10.1177/2164956121998340. eCollection 2021.
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.
基于正念的干预教学评估标准（MBI:TAC）最初是作为一种评估基于正念的课程（MBP）教师教学能力的工具而开发的。该工具已免费提供，此后被国际上基于正念的教师培训机构使用。在此期间，MBI:TAC的用途不断演变，从一种评估工具发展成为一种非正式支持MBP教师培训方式的工具。在本文中，我们首先探讨在MBP教师培训中实施MBI:TAC的基本原理；其次，我们提供实用指导，介绍如何在意识到其潜力和可能存在的问题的情况下，将该工具整合到教师培训路径中；第三，我们提供指导，介绍如何将该工具用作框架，就学员的教学实践向他们提供有效反馈。在教师培训中实施MBI:TAC可能有助于提高MBP教师培训的质量和完整性，从而确保培养出高质量的MBP教师。反过来，这可能有助于避免“实施落差”——也就是说，一种干预措施在研究阶段以最佳条件实施时，其实施质量很高，但在次优的“现实世界”条件下实施时，质量会下降。
