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首页> 美国卫生研究院文献>Global Advances in Health and Medicine >Using the Mindfulness-Based Interventions: Teaching Assessment Criteria (MBI:TAC) in Supervision
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Using the Mindfulness-Based Interventions: Teaching Assessment Criteria (MBI:TAC) in Supervision

机译：使用基于思想的干预措施：教学评估标准（MBI：TAC）监督

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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.
机译：基于思想的干预措施：教学评估标准（MBI：TAC）是一个有用的框架，用于在正念的监督（MBS）背景下支持教师发展的框架。它提供了一个框架，可以增强清晰度，发展反思实践，提供反馈的结构，并支持学习。 MBS是一个基于谨慎的计划（MBP）教师培训和持续良好做法的关键组成部分。集成MBI：TAC在MBS过程中，以多种方式增加价值，包括：提供围绕MBP教学技能和流程的共享语言;框架MBP教学的核心教学特征;支持发展阶段的评估;并赋予监督员在自己的发展中积极主动。本文奠定了将MBI集成的原则：TAC框架成为MBS。主管需要了解工具可以添加价值的方式，以及它可以无意中中断学习的方式。该工具可以实现技能澄清，但学习过程需要保持开放的自发体验发现;它可以启用结构化反馈，但也需要空间进行开放反射反馈;它可以实现与教学过程的概念啮合，但监督员需要对经验感知教学过程所需的空间。该工具需要以仔细分阶段的方式引入，为MBP教师培训之旅的各个阶段创造学习的最佳条件。提出了实际指导，以巩固和发展目前的实践。讨论的原则和过程可以推广到其他形式的反思对话，例如指导，辅导和同伴反射组。

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