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

  • Robert W. RoeserEmail author
Part of the Mindfulness in Behavioral Health book series (MIBH)


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.


Mindfulness training Teachers Teacher professional development Transfer of learning Education Mindfulness instructors 


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© Springer-Verlag New York 2016

Authors and Affiliations

  1. 1.Portland State UniversityPortlandUSA

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