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

The Mindfulness-Based Interventions: Teaching Assessment Criteria (MBI:TAC) was originally created to assess the teaching competence of mindfulness-based program (MBP) teachers. Its use has since expanded from assessment to informally supporting teacher training. This article examines the rationale for implementing the MBI:TAC in MBP teacher training, offers practical guidance on integrating the tool into training pathways with awareness of its potential and pitfalls, and provides guidance on using it to give effective feedback. The authors argue that implementing the MBI:TAC may support the quality and integrity of MBP teacher training, helping ensure high quality graduating teachers and potentially avoiding an 'implementation cliff'—where intervention quality drops when delivered in real-world conditions versus research settings.

Study at a glance

Abstract

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.