Facilitating Self-Study of Teacher Education Practices: Toward a Pedagogy of Professional Development With/by/for Teacher Educators

• In Event: Reflecting and Linking in Self-Study

Abstract

We report on a two-year research of a self-study group facilitation. An ethnographic approach was used to systematically examine the facilitation process and document its effects and (unintended) side-effects. Firstly, the findings document how strong personal trust and collegiality might hinder rather than support the vigor of the learning group. Thirdly, we describe the difficulties associated with establishing a collaborative environment where the expertise of educators and researchers operate in a truly complementary way. Finally, we conceptualize the facilitator role as not merely procedural but highly political since it is always imbued with personal beliefs and assumptions about teacher education.

Authors

• Geert Kelchtermans, University of Leuven

• Eline Vanassche, Catholic Universiteit Leuven