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Processes of Teaching, Learning, and Transfer in Mindfulness-Based Interventions (MBIs) for Teachers: A Contemplative Educational Perspective

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Handbook of Mindfulness in Education

Part of the book series: Mindfulness in Behavioral Health ((MIBH))

Abstract

The purpose of this chapter is to challenge researchers interested in mindfulness-based interventions (MBIs) in education to look inside the “black box” of these interventions in order to understand how the skills and dispositions of mindfulness are taught and learned. I argue that process studies, focused on the implementation of MBIs in education, are needed to (a) elucidate the pedagogical practices and uses of language and silence that may characterize highly effective mindfulness instructors as they teach educators mindfulness-based skills and dispositions; as well as (b) explain the specific means by which expert mindfulness instructors scaffold teachers’ transfer of these skills and dispositions beyond the training context to their classrooms. I argue that these basic questions regarding teaching, learning, and transfer are at the heart of contemplative education, and are important to address in future research if MBIs are to be successfully introduced, implemented, scaled, and sustained in public school settings.

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Authors and Affiliations

  1. Portland State University, Portland, OR, USA

    Robert W. Roeser

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  1. Robert W. Roeser
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Correspondence to Robert W. Roeser .

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  1. Dept Educational & Counselling Psyc, University of British Columbia, Vancouver, British Columbia, Canada

    Kimberly A. Schonert-Reichl

  2. Portland, Oregon, USA

    Robert W. Roeser

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Roeser, R.W. (2016). Processes of Teaching, Learning, and Transfer in Mindfulness-Based Interventions (MBIs) for Teachers: A Contemplative Educational Perspective. In: Schonert-Reichl, K., Roeser, R. (eds) Handbook of Mindfulness in Education. Mindfulness in Behavioral Health. Springer, New York, NY. https://doi.org/10.1007/978-1-4939-3506-2_10

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