Facilitator's Roles in Sustaining an "Ecological" Learning Community for Teachers' Professional Development

• In Event: 65.068 - Results of School Improvement Studies Focused on the Relationship Between Instructional Improvement and School Context

Abstract

After a LC-based research project in Ontario and Quebec, we conducted a secondary data analysis to understand the facilitator’s roles in the LCs using three frameworks: 1) steps of support, 2) dynamics of support, and 3) means of support according to the context and to the inquiry process. The results shed light on the facilitator’s roles, which consisted of maintaining both dynamic and environmental equilibriums within the LC. We concluded that facilitators who envision their roles in this way, may contribute to the success of the LC in terms of creating an environment in which teachers discover a passion to improve their practices. This paper will discuss the importance of maintaining a balance to sustain an “ecological” LC.

Authors

• Liliane Dionne, University of Ottawa

• Lorraine Savoie-Zajc, University of Quebec - Outaouais

• Christine Couture, University of Quebec - Chicoutimi