The Role of a Learning Facilitator
The role of the facilitator became an important operational feature in this programme and was characterised by actions and intentions different to those traditionally assigned to facilitators in professional development programmes. This chapter strategise
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The Role of a Learning Facilitator
Abstract The role of the facilitator became an important operational feature in this programme and was characterised by actions and intentions different to those traditionally assigned to facilitators in professional development programmes. This chapter strategises this role in terms of the actions that became essential in both programme sessions and working with teachers in school-based meetings that enabled the facilitator to act as a conduit between teacher thinking, programme design and meaningful teacher learning. It was the facilitator’s role to anticipate, determine and capitalise on moments which empowered teachers to make decisions about action and learning that was personally meaningful. These actions were essential for programme success and required the facilitator to break out of habitual behaviours and critically analyse, in action and retrospectively, the most appropriate actions to support teacher learning.
Introduction This chapter attempts to strategise the role of the facilitator in a programme designed to position teachers as self-directed learners. Data analysis revealed that this role became a conduit between teacher thinking, programme design and meaningful teacher learning and was therefore essential for programme success. As the facilitator in this programme, it became my role to anticipate, determine and capitalise on moments which empowered teachers to make decisions about action and learning that was personally meaningful. This required me as facilitator to break out of habitual behaviours and critically analyse, in action and retrospectively, the most appropriate actions to support teacher learning. Therefore, the role of the facilitator is an important operational feature characterised by actions and intentions different to those traditionally assigned to facilitators in professional development programmes.
© Springer Nature Singapore Pte Ltd. 2017 K. Smith, Teachers as Self-directed Learners, Self-Study of Teaching and Teacher Education Practices 18, DOI 10.1007/978-981-10-3587-6_6
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6 The Facilitator
Findings Overview All aspects of the facilitator role worked to create conditions conducive to teacher self-directed learning. The role was intended to enable supportive relationships to develop among all participants that would enable the facilitator to become immersed in the complexities of teacher professional thinking. As facilitator, I was required to use this information to explore effective ways to encourage teachers to articulate new ideas and position new thinking and approaches amidst existing pedagogy. It was hoped that the knowledge and particularly the considered actions, which grew from this role, implemented in the context of the overall programme design, would ultimately enable teachers to redefine an individual and more empowering perception of professional learning. In an attempt to hone the skills required to undertake this role successfully and align action with intent, I maintained a facilitator learning journal over
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