The practices of professional development facilitators

Perry, Emily; Booth, Josephine

doi:10.1080/19415257.2021.1973073

Cited by 28 publications

(12 citation statements)

References 42 publications

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“…Understanding the role of facilitation in leading professional learning has moved away from prescribed bounded roles such as managing meetings, disseminating information, or conducting a workshop, toward encompassing more person-directed and dialogic approaches to leadership (Perry & Booth, 2021;Raelin, 2013). For example, in their study investigating the under-researched area of facilitation in professional development in England, Perry and Booth (2021) found facilitation practices of a group of educators described as teacher leaders to be generally related to developing content knowledge, pedagogy development, and embodiment (related to facilitator presence, personality traits, and dispositions). Their analysis shows ways these three practices overlap with and influence each other, and are coupled with the need for modelling and responding to ongoing participant feedback and emerging needs of individuals and collectives (Perry & Booth, 2021).…”

Section: Facilitating For Professional Developmentmentioning

confidence: 99%

“…For example, in their study investigating the under-researched area of facilitation in professional development in England, Perry and Booth (2021) found facilitation practices of a group of educators described as teacher leaders to be generally related to developing content knowledge, pedagogy development, and embodiment (related to facilitator presence, personality traits, and dispositions). Their analysis shows ways these three practices overlap with and influence each other, and are coupled with the need for modelling and responding to ongoing participant feedback and emerging needs of individuals and collectives (Perry & Booth, 2021). Although their work does not pertain directly to school-based middle leaders, Perry and Booth concede that further work is necessary to understand the variations and nuances of site-specific facilitation practices.…”

Section: Facilitating For Professional Developmentmentioning

confidence: 99%

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Middle Leading Practices of Facilitation, Mentoring, and Coaching for Teacher Development: A Focus on Intent and Relationality

Edwards‐Groves¹,

Attard²,

Grootenboer³

et al. 2023

IJEPL

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While educational institutions are increasingly acknowledging the importance of middle leaders for improving teaching, there is little research on middle leaders’ specific leading practices compared with, for example, principals. Evidence delineating and describing specific middle leading practice is scant. Drawing on practice theory, this article presents preliminary results from the first phase of a four-year Australian project examining the “flow of influence” of middle leading practices on teacher development. Thematic analysis of interviews reveals the multidimensionality of middle leading, and specifically, ways in which the practices of facilitating, mentoring, and coaching are nuanced and distinctive in their arrangement, intent, and relationality. Results have important implications that cannot be ignored by school leaders and policymakers seeking to improve broader systemic support for building and refining middle leading practices. RésuméBien que les établissements d’enseignement reconnaissent de plus en plus l’importance des cadres intermédiaires pour l’amélioration de l’enseignement, il existe peu de recherches sur le leadership de ces cadres relatives, par exemple, à celui des directeurs d’école. Les descriptions et analyses des pratiques spécifiques aux cadres intermédiaires sont rares. Cet article s’inspire de la théorie d’entraînement pour présenter les résultats préliminaires de la première étape d’un projet australien s’échelonnant sur quatre ans qui examine les « flux d’influence » des cadres intermédiaires sur le développement de l’enseignement. Une analyse thématique d’entretiens révèle le caractère multidimensionnel de la direction intermédiaire et, plus particulièrement, les manières dont la facilitation, le mentorat et l’accompagnement, en ce qui a trait à leur structure, leurs intentions et leur relationnalité, sont nuancés et distincts. Les résultats de cette recherche ont des implications importantes que ne peuvent pas ignorer les dirigeants et responsables des écoles qui cherchent à offrir un meilleur appui systémique pour améliorer et peaufiner les pratiques propres aux cadres intermédiaires. Keywords / Mots clés : coaching, facilitating, mentoring, middle leadership, practice architectures / accompagnement professionnel, facilitation, mentorat, cadres intermédiaires, architectures des activités

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Section: Facilitating For Professional Developmentmentioning

confidence: 99%

Section: Facilitating For Professional Developmentmentioning

confidence: 99%

Middle Leading Practices of Facilitation, Mentoring, and Coaching for Teacher Development: A Focus on Intent and Relationality

Edwards‐Groves¹,

Attard²,

Grootenboer³

et al. 2023

IJEPL

View full text Add to dashboard Cite

show abstract

“…Studies also concentrate on different perspectives of teachers' professional development. For instance, Admiraal et al (2021), andToker andDoğan (2023) emphasize the school as an environment to support teachers' professional development by embedding interventions to teachers' working conditions, and Perry and Booth (2021) indicate how school leaders enable professional development for teachers. Collaboration has highly been emphasized for professional development activities for teacher educators.…”

Section: Collaboration and Reflection For Professional Developmentmentioning

confidence: 99%

Turning challenges into opportunities during the pandemic: Remote collaborative reflection model for teacher educators

Elmas¹,

Bayram²,

Canaran³

et al. 2023

JPR

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Emergency remote teaching has accelerated the search for alternative professional development practices that could meet the immediate needs of the teachers and be effectively implemented in times of the COVID-19 pandemic. This research aims to present the Remote Collaborative Reflection (RCR) Model a group of teacher educators (TEs) developed in a collaborative reflective endeavor originating from their own professional needs during emergency remote teaching in the fall term of 2020-2021. It also reveals TE's reflections on the RCR Model in developing and implementing the RCR consisting of several iterative steps. Findings revealed that the TEs reflected on their perceived cognitive, interpersonal, and intrapersonal gains from the RCR highlighting the challenges they faced while carrying out the model. Although the RCR was developed during the pandemic when social distancing was the norm, we believe it might also fit the face-to-face mode of professional development depending on the situational circumstances and needs of practitioners.

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“…Professional development facilitators (PDFs) define TPD as alignment between PDFs' epistemology, content, and objectives of professionality development activity. Perry and Booth (2021) state that this approach integrates three areas:…”

Section: Professionality Development For Improving the Tpack Expertis...mentioning

confidence: 99%

“…In addition, this approach highlights engagement with research to support pedagogical decisions, content choices, and comparative evidence on teacher practices and processes in learning activities (Perry & Booth, 2021). Therefore, the development of an online professionality development model platform equipped with a workshop manual package and a series of assessment packages to evaluate online teaching knowledge and skills is a must.…”

Section: Contribution To the Literaturementioning

confidence: 99%

The development of an online STEM teacher professional development package with the DECODE model: An innovative teacher’s quality maintenance

Wahono

Hariyadi

Subiantoro

2022

EURASIA J Math Sci Tech Ed

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Due to the global trend and the international application of STEM education as well as in/post-pandemic COVID-19 condition, this ongoing study aims to elucidate the development progress of an online STEM teachers’ professional development (STEM-TPD) package with the DECODE model. In this/post-pandemic era, online STEM education has been gradually emphasized. The researchers sustained the rationale for organizing STEM-TPDs to improve teacher practices by enhancing superior knowledge needed for the betterment of STEM implementations. Indeed, the DECODE model includes three stages: (1) DE: teacher’s DEmonstrations, (2) CO: students CO-train the use of cloud classroom, students CO-design an educational technology-integrated course, and (3) DE: students CO-teach, eventually students receive feedbacks and DEbrief what they have learned through the stages mentioned above. Moreover, face and content validity have been deployed to guarantee the quality of the developed packages. The ongoing result from this study is produced to validate the online STEM-TPD package with the DECODE model. Moreover, the package comprises manual training, a set of assessments, and an innovative webpage. Through this online DECODE model with the package, teachers are equipped: to familiarize themselves with various software technology and platforms; enhance their knowledge and abilities in assessment design, instructional design, and practical implementation (TPACK); to effectively teach or guide students in STEM activities, and to effectively improve their STEM literacy.

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The practices of professional development facilitators

Cited by 28 publications

References 42 publications

Middle Leading Practices of Facilitation, Mentoring, and Coaching for Teacher Development: A Focus on Intent and Relationality

Middle Leading Practices of Facilitation, Mentoring, and Coaching for Teacher Development: A Focus on Intent and Relationality

Turning challenges into opportunities during the pandemic: Remote collaborative reflection model for teacher educators

The development of an online STEM teacher professional development package with the DECODE model: An innovative teacher’s quality maintenance

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