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The Practices of Professional Development Facilitators

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Title: The Practices of Professional Development Facilitators
Language: English
Authors: Emily Perry (ORCID 0000-0003-3413-1159), Josephine Booth (ORCID 0000-0002-4553-6402)
Source: Professional Development in Education. 2024 50(1):144-156.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 13
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, Facilitators (Individuals), Teacher Educators, Professional Development, Teacher Role, Program Content, Teaching Methods, Teacher Participation, Teacher Characteristics
Geographic Terms: United Kingdom (England)
DOI: 10.1080/19415257.2021.1973073
ISSN: 1941-5257
1941-5265
Abstract: Research into schoolteachers' professional development often focuses on its subject and pedagogical content, delivery model and mechanisms for and evaluation of professional learning. However, the role of the professional development facilitators who lead, plan and deliver professional development activities is under-researched and their importance is therefore undervalued. To address this, there is a need for a greater understanding of how professional development facilitators learn, practice and develop their roles. This study contributes to the evidence base about professional development facilitators through a small-scale study of the facilitators of a teacher professional development programme in the Further Education and Skills sector in England. Using qualitative data drawn from facilitators and participants we identify three areas of practice used by the facilitators: content, pedagogy and embodiment. We describe the facilitators' choices in relation to these practices and how these choices interact, identifying modelling as an important practice where content and pedagogy overlap. We show how facilitators' choices were supported by previous experience, ongoing learning and feedback from participants. Drawing on this evidence we suggest ways in which professional development facilitators might be supported in their own professional learning by exploring and improving their knowledge and understanding of the three areas of practice.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1405994
Database: ERIC
FullText Text:
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  Data: The Practices of Professional Development Facilitators
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Emily+Perry%22">Emily Perry</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3413-1159">0000-0003-3413-1159</externalLink>)<br /><searchLink fieldCode="AR" term="%22Josephine+Booth%22">Josephine Booth</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4553-6402">0000-0002-4553-6402</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Professional+Development+in+Education%22"><i>Professional Development in Education</i></searchLink>. 2024 50(1):144-156.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: 13
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  Data: 2024
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Facilitators+%28Individuals%29%22">Facilitators (Individuals)</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Educators%22">Teacher Educators</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+Development%22">Professional Development</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Role%22">Teacher Role</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Content%22">Program Content</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Participation%22">Teacher Participation</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Characteristics%22">Teacher Characteristics</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22United+Kingdom+%28England%29%22">United Kingdom (England)</searchLink>
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  Data: 10.1080/19415257.2021.1973073
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  Data: Research into schoolteachers' professional development often focuses on its subject and pedagogical content, delivery model and mechanisms for and evaluation of professional learning. However, the role of the professional development facilitators who lead, plan and deliver professional development activities is under-researched and their importance is therefore undervalued. To address this, there is a need for a greater understanding of how professional development facilitators learn, practice and develop their roles. This study contributes to the evidence base about professional development facilitators through a small-scale study of the facilitators of a teacher professional development programme in the Further Education and Skills sector in England. Using qualitative data drawn from facilitators and participants we identify three areas of practice used by the facilitators: content, pedagogy and embodiment. We describe the facilitators' choices in relation to these practices and how these choices interact, identifying modelling as an important practice where content and pedagogy overlap. We show how facilitators' choices were supported by previous experience, ongoing learning and feedback from participants. Drawing on this evidence we suggest ways in which professional development facilitators might be supported in their own professional learning by exploring and improving their knowledge and understanding of the three areas of practice.
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        Value: 10.1080/19415257.2021.1973073
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      – Text: English
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        PageCount: 13
        StartPage: 144
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      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Facilitators (Individuals)
        Type: general
      – SubjectFull: Teacher Educators
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      – SubjectFull: Professional Development
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      – SubjectFull: Teacher Role
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      – SubjectFull: Program Content
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      – SubjectFull: Teaching Methods
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      – SubjectFull: Teacher Participation
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      – SubjectFull: Teacher Characteristics
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      – SubjectFull: United Kingdom (England)
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