The pedagogy of facilitation: teacher inquiry as professional development in a Florida elementary school

Poekert, Philip E.

doi:10.1080/19415251003737309

Cited by 63 publications

(54 citation statements)

References 11 publications

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“…This study examined the roles of experienced and highly skilled facilitators of ongoing physical education PD. Results illuminate an "unknown" of effective professional development-the pedagogy of facilitation (Poekert, 2011).…”

Section: Pedagogymentioning

confidence: 95%

“…As these visions of participant-centered PD are embraced and prescriptive models rejected, attention must broaden beyond simply the skills and content teachers need to acquire to considering how to facilitate teachers' learning of skills and content (Poekert, 2011). Our study was concerned with PD facilitation and, specifically, facilitators' beliefs about and actions during PD.…”

Section: Pedagogymentioning

confidence: 99%

“…Much less is known about the pedagogy of facilitation, or how to facilitate teachers' learning. In one of the few studies with this focus, Poekert (2011) identified several broad implications for facilitation. First, it must help teachers get beyond immediate concerns associated with simply completing a project so that they can meaningfully reflect on their practice and learning.…”

Section: Pedagogymentioning

confidence: 99%

“…There is a general consensus that to be effective, PD should focus on transforming participant-identified needs into new knowledge, skills, values, and beliefs (DarlingHammond & McLaughlin, 2011;Poekert, 2011). Contemporary approaches to PD focus on inquiry and reflection, while actively and collaboratively engaging teachers in relevant tasks (Darling-Hammond & McLaughlin, 2011).…”

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confidence: 99%

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Patton

Parker

Neutzling

2012

Research Quarterly for Exercise and Sport

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Reform efforts to improve physical education often rely on facilitators to promote positive change. Although it is becoming more common, little is currently understood about the facilitation role. Our purpose was to examine facilitators' collective knowledge and experience with ongoing physical education professional development (PD), specifically regarding conceptions of their role in the process. Participants included 12 experienced PD facilitators. Data sources included formal semistructured and informal conversational interviews and participants' curriculum vitae. Results indicated that facilitators held common beliefs about teacher learning and self-identified actions aligned with those beliefs. Adhering to constructivist views of learning, facilitators underscored the role of prior knowledge and the active and social nature of learning. Their remarkably similar views emphasized multiple aspects of teacher capacity building.

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Section: Pedagogymentioning

confidence: 95%

Section: Pedagogymentioning

confidence: 99%

Section: Pedagogymentioning

confidence: 99%

mentioning

confidence: 99%

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Patton

Parker

Neutzling

2012

Research Quarterly for Exercise and Sport

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“…On the other hand, they must promote a language of dialogue and reflectivity on their work and emotions. In addition, the methodology of active learning (Noonan 2014) and the quality of instruction (Poekert 2011) are of decisive importance. Only this constellation may promote teachers and allow schools to lead significant changes in the learners' achievements (Hattie 2012;Stoll et al 2006).…”

Section: Introduction and Literature Reviewmentioning

confidence: 99%

Professional Development of School Principals in the Pilot Program of ‘Pedagogical Flexibility’: The Israeli Case

Nets

2017

Economics and Culture

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Abstract. The past decade constitutes a significant turning point in the orientation of policy makers in the Israeli educational system. This period is characterized by comprehensive structural and pedagogical reforms intended for the promotion of the system's achievements. 'Pedagogical Flexibility', a reform in the professional development of teaching staff implemented in 2015, constitutes a significant breakthrough in the perception of development and learning in Israel. The school principals play a main role in leading the reform and in the development of a new organizational culture in the staff as well. This led to the creation of focused learning frameworks for school principals who sought to improve their knowledge and skill in the leadership of the reform. The article presents the main points of the first pilot program implemented in the North District for the training of 20 school principals in the reform and the main findings from the evaluation of the program, data from a questionnaire, and a focus group. In addition, the article proposes a critical look at the program effectiveness and indicates further focuses for future learning. The article presents a view of the role of the school principal in the leadership of the professional development in Israel and reviews theoretical aspects that arise from the research regarding this issue.

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Facilitation Literacy: Circulating Power in Professional Learning Conversations With Teacher Colleagues

Lillge¹

2020

J Adolescent & Adult Lit

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The author describes how and why a team of literacy leaders fruitfully studied their own efforts to address the challenges they faced in supporting teacher colleagues’ learning and teaching. Actively resisting facilitation models that privilege facilitators’ power to fix colleagues’ dilemmas and consistent with their belief that professional learning is socially constructed, the facilitators adopted a view of power as a resource that, when circulated, offers people opportunities to be who they wish, and be seen as knowledgeable without challenge. To explore ways of circulating power, the facilitators studied transcripts of their interactions with colleagues. Through co‐analysis of their transcripts, the team identified five discursive strategies supporting circulation of power: identifying sticking points, listening, posing clarifying questions, reframing the challenge, and soliciting feedback. The facilitators’ efforts to circulate power cultivated generative social and discursive spaces, which afforded their colleagues opportunities to negotiate self‐identified dilemmas to advocate for themselves and their students’ literacy learning.

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The pedagogy of facilitation: teacher inquiry as professional development in a Florida elementary school

Cited by 63 publications

References 11 publications

Tennis Shoes Required

Tennis Shoes Required

Professional Development of School Principals in the Pilot Program of ‘Pedagogical Flexibility’: The Israeli Case

Facilitation Literacy: Circulating Power in Professional Learning Conversations With Teacher Colleagues

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