The Role of the Facilitator in Professional Development Communities for Teacher Educators

• In Event: Professional Learning Communities' Impact on Teacher and Student Learning

Abstract

Studies of professional learning in collaborative settings emphasize the importance of facilitators. However, there is sparse literature analyzing this role and its functions for learning in communal contexts particularly among teacher-educators. This study examines characteristics of the facilitator-teacher educator interaction and its functions for teacher-educators’ learning. Six professional learning communities in Israel constituted the research context. Discourse between facilitators and teacher-educators was analyzed to generate categories of interaction, which in turn revealed its effects on professional growth. The interaction was characterized by promoting thinking about meaningful patterns, generating thinking representations focused on constructing meaning; raising reflective questions; promoting alternate perspectives; and elaborating ideas. These characteristics promoted a research and inquiry stance, understanding teaching and student learning; and developing critical thinking.

Authors

• David L Brody, Efrata College of Education

• Linor Lea Hadar, University of Haifa