Search results for: Facilitation
Page 1/1 7 items
Facilitating Self-study of Teacher Education Practices: Toward A Pedagogy of Teacher Educator Professional Development*
The present paper reports on a two-year study of a self-study research group facilitation. The pedagogical rationale of the facilitation consisted of four pedagogical principles that served as the theoretical background for the actual facilitating actions and interventions. This was highlighted by formulating these principles as a series of propositions providing clear guidelines for the authors' interventions. The interpretative analysis served as an analytical refinement of these propositions, resulting in a number of amendments to the original phrasing in terms of conditions for successful facilitation of professional development. The authors conclude that contextualized analyses of cases such as these provide exemplary illustrations of what the enactment of general principles from the literature in particular instances of practice might look like and what factors influence that enactment and the possible outcomes.
Updated: Jan. 09, 2017
A Teacher Educator Learns How to Learn from Mistakes: Single and Double-loop Learning for Facilitators of In-service Teacher Education
This study explores the role that teacher educators themselves may play in instances of limited success. The first author used self-study to explore how his framing of his facilitation role created a defensive rather than an open-to-learning professional development experience. This article has described how, despite being skilled in teaching, the first author was not skilled in helping teachers learn, at least initially. By building on the work of Argyris and Scho¨n (1974), this article describes a self-study process that involves using transcripts to infer the beliefs and values that underpin in-service educators’ decisions about how to act.
Updated: Dec. 28, 2016
This study examines the in-the-moment moves facilitators make in two different video-based professional development programs to offer a framework for facilitation with video. The authors then examine patterns in facilitation across both contexts and identify practices that are unique to the goals of each setting.
Updated: Jan. 27, 2016
In this study, the authors intended to focus on: (1) the development of teachers’ self-perception of their roles; (2) the major concerns of the teacher candidates; and (3) the reasons behind these concerns. The findings revealed that the participants considered their roles as teachers as being both the authority and facilitator in the classroom, and focused on both content delivery and student moral development. The authors claim that it is important for teacher educators to recognize teacher candidates’ struggles between the ideal and the reality of teaching, and their concerns with the ways they present themselves in front of the students.
Updated: Dec. 14, 2014
This article addresses the current gap in understanding of what is entailed in the roles of facilitators, and how those roles might vary by context (i.e., face-to-face or asynchronous online). Qualitative analysis revealed that although professional development facilitators attended to similar issues irrespective of the context, the actions they engaged in to attend to these issues varied by context. Further exploration and synthesis of the findings suggests that shifting from traditional face-to-face to online professional development presents several design and instructional tensions that can impact how facilitators carry out their roles to support teacher learning.
Updated: Jun. 24, 2014
The formal and situated learning of beginning teacher educators in England: identifying characteristics for successful induction in the transition from workplace in schools to workplace in higher education
The article presents facilitators and barriers of a longitudinal study on the emerging professional, academic identities of five beginning teacher educators. Barriers in the early stages include: a reliance on trial and error learning, inappropriate induction courses, poor mentoring and support structures and relatively few opportunities for collaborative work. Facilitators include: flexible induction programmes, learning conversations with key colleagues and personal experience of learning at Masters' level.
Updated: Sep. 11, 2008
First-Timer's Impressions of Engaging in Action Research: A Case in Ethiopian Preservice Teacher Education
The article examines the insights gained by preservice teachers in Ethiopia, who conducted action research during their studies towards an education degree. The author (and research advisor) interviewed the preservice teachersin order to learn about issues such as the usefulness and challenges of action research, and assisted them with progress reports and reflections regarding their experiences in undertaking the action research tasks. The author concluded that most preservice teachers reported that the research experience has helped them understand the complexities of teaching and the process of the inquiry approach.
Updated: Dec. 17, 2007