Objectives

Research concerned with mindfulness-based program (MBP) teacher training has focused on the importance of developing teacher competency and integrity, with little emphasis on the experience of trainees themselves. The aim of this study was to investigate the experiences of trainee MBPs teachers as they delivered their first MBPs, with a focus on how they utilized their personal mindfulness practice to support themselves during this time.

Methods

We explored the experiences of university-based trainee teachers of Mindfulness-Based Stress Reduction (MBSR) when starting to teach, the ways they negotiated any challenges, and the extent to which they felt supported by their mindfulness practice. Semi-structured interviews were conducted with new MBSR teachers currently on a training course (N = 8). The interview data were analyzed using inductive thematic analysis.

Results

The key findings of the study were that trainee teachers were deeply motivated to teach MBPs with great integrity; did not anticipate the amount of time and effort needed to deliver their first MBSR courses; had concerns about the viability of the 8-week format of MBSR; needed more development in the area of self-reflection; and do indeed practice what they teach, and used their personal mindfulness practice to work with challenges.

Conclusions

These findings show that trainee mindfulness teachers are actively engaged with developing their teaching skills, and offer directions for how the pedagogy of MBP teacher training may be further developed. Trainees might benefit from additional pedagogical input on the practicalities of delivering MBSR in community settings, and on the development of reflective skills.

中文翻译：

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实习正念老师会练习他们的教学吗？动机，挑战和学习差距

目标

有关基于正念课程（MBP）的教师培训的研究重点在于发展教师能力和诚信的重要性，而很少强调受训者自身的经验。这项研究的目的是调查受训MBP教师在交付第一批MBP时的经历，重点是在这段时间内他们如何利用个人的正念练习来养活自己。

方法

我们探索了以大学为基础的以正念为基础的减压（MBSR）培训生的​​经验，他们在开始教学时如何应对各种挑战，以及在多大程度上受到正念练习的支持。对正在培训课程中的新MBSR教师进行了半结构化访谈（N  = 8）。访谈数据使用归纳主题分析进行了分析。

结果

该研究的主要发现是，受训教师具有强烈的动机去以非常正直的方式教MBP。没想到开设第一门MBSR课程需要花费的时间和精力；对MBSR 8周格式的可行性感到担忧；在自我反思方面需要更多的发展；并确实练习他们所教的内容，并利用他们的个人正念练习来应对挑战。

结论

这些发现表明，受训正念的教师积极参与其教学技能的发展，并为如何进一步发展MBP教师培训的方法提供了指导。对于在社区环境中提供MBSR的实用性以及反思能力的发展，受训者可能会从其他教学方法中受益。