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Transprofessional Competencies across Clinical, Organisational, and Educational Professions: The Case of Mindfulness-Based Teaching and Learning (MBTL)

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Title: Transprofessional Competencies across Clinical, Organisational, and Educational Professions: The Case of Mindfulness-Based Teaching and Learning (MBTL)
Language: English
Authors: Seonaigh A. MacPherson, Andrea D. Grabovac, Evan J. Collins, Tom Heah, Patricia Rockman, Diana Winston
Source: Professional Development in Education. 2025 51(2):336-352.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 17
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Descriptors: Metacognition, Teacher Competencies, Teacher Empowerment, Professional Autonomy, Self Determination, Faculty Development, Standards, Specialization, Specialists, Teacher Characteristics, Interprofessional Relationship, Teacher Effectiveness, Guides
DOI: 10.1080/19415257.2022.2143863
ISSN: 1941-5257
1941-5265
Abstract: This study explores mindfulness-based teaching and learning (MBTL) as an emerging field of transprofessional practice spanning educational, organisational, and clinical professions. Recognising the need for a more robust set of transprofessional MBTL teacher competencies to serve this emerging specialisation, the authors developed and validated the Mindfulness-Based Teaching and Learning -- Teacher Competency Framework (MBTL-TCF). Building on the pre-existing Mindfulness-Based Interventions-Teaching Assessment Criteria (MBI-TAC), the researchers developed a teaching framework for mindfulness specialists to reflect teacher agency, autonomy, and self-determination consistent with the purposes, traditions, and effects of what MBTL teaches: that is, mindfulness. The paper presents the sequence of construct, face, and content validation procedures, including the alignment of the MBTL-TLC with Dreyfus and other teacher competency frameworks from a range of sectors and countries. Finally, using an adapted Delphi process, a six-member international expert panel plus one diversity reviewer were invited to review and refine the emerging framework. The resulting MBTL-TCF presents 12 competency domains with associated activities and performance indicators.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1468192
Database: ERIC
FullText Text:
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  Data: Transprofessional Competencies across Clinical, Organisational, and Educational Professions: The Case of Mindfulness-Based Teaching and Learning (MBTL)
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  Data: <searchLink fieldCode="AR" term="%22Seonaigh+A%2E+MacPherson%22">Seonaigh A. MacPherson</searchLink><br /><searchLink fieldCode="AR" term="%22Andrea+D%2E+Grabovac%22">Andrea D. Grabovac</searchLink><br /><searchLink fieldCode="AR" term="%22Evan+J%2E+Collins%22">Evan J. Collins</searchLink><br /><searchLink fieldCode="AR" term="%22Tom+Heah%22">Tom Heah</searchLink><br /><searchLink fieldCode="AR" term="%22Patricia+Rockman%22">Patricia Rockman</searchLink><br /><searchLink fieldCode="AR" term="%22Diana+Winston%22">Diana Winston</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Professional+Development+in+Education%22"><i>Professional Development in Education</i></searchLink>. 2025 51(2):336-352.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: 17
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  Data: 10.1080/19415257.2022.2143863
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  Data: 1941-5257<br />1941-5265
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  Data: This study explores mindfulness-based teaching and learning (MBTL) as an emerging field of transprofessional practice spanning educational, organisational, and clinical professions. Recognising the need for a more robust set of transprofessional MBTL teacher competencies to serve this emerging specialisation, the authors developed and validated the Mindfulness-Based Teaching and Learning -- Teacher Competency Framework (MBTL-TCF). Building on the pre-existing Mindfulness-Based Interventions-Teaching Assessment Criteria (MBI-TAC), the researchers developed a teaching framework for mindfulness specialists to reflect teacher agency, autonomy, and self-determination consistent with the purposes, traditions, and effects of what MBTL teaches: that is, mindfulness. The paper presents the sequence of construct, face, and content validation procedures, including the alignment of the MBTL-TLC with Dreyfus and other teacher competency frameworks from a range of sectors and countries. Finally, using an adapted Delphi process, a six-member international expert panel plus one diversity reviewer were invited to review and refine the emerging framework. The resulting MBTL-TCF presents 12 competency domains with associated activities and performance indicators.
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      – Text: English
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