The Role of External and Internal Facilitators in Teacher Design Teams: A Mixed-Methods Study

• In Event: Diverse Modes of Facilitating Teacher Development

Abstract

Teacher design teams (TDTs) are often supported by a facilitator to enhance teacher learning, but there exists debate on whether external or internal facilitators are most effective. We therefore examine whether the coaching activities of these facilitator types differ, and whether this impacts team learning and the TDT trajectory’s outcomes. We collected data by administering questionnaires among 63 teachers, and conducting interviews with 14 facilitators. Our preliminary results indicate that coaching activities correlate with the team learning process, as well as with perceived team effectiveness and the quality of material developed. Whereas internal facilitators are more positively evaluated than external facilitators when coaching activities and the team learning process are concerned, the opposite holds for the trajectory’s outcomes.

Authors

• Boukje Compen, Maastricht University

• Wouter Schelfhout, University of Antwerp