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 |
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