Interrogating the Role of Facilitators in Promoting Learning in Teacher Educators' Professional Communities

Autor/inn/en	Hadar, Linor L.; Brody, David L.
Titel	Interrogating the Role of Facilitators in Promoting Learning in Teacher Educators' Professional Communities
Quelle	In: Professional Development in Education, 47 (2021) 4, S.599-612 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hadar, Linor L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-5257
DOI	10.1080/19415257.2020.1839782
Schlagwörter	Facilitators (Individuals); Verbal Communication; Interaction; Group Discussion; Teacher Educators; Communities of Practice; Faculty Development; Thinking Skills; Critical Thinking; Questioning Techniques; Brainstorming; Perspective Taking; Foreign Countries; Israel + Suchen Sie Ihr Suchwort? Interaktion; Gruppendiskussion; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Community; Denkfähigkeit; Kritisches Denken; Befragungstechnik; Fragetechnik; Zukunftsperspektive; Ausland
Abstract	Communal learning is a common paradigm for professional learning among teachers and teacher educators (TE). In this article, TE refers to faculty in institutions of higher education who train teachers. While the professional learning of teachers has been extensively studied, little is known about TEs' professional learning. This study contributes to the growing discourse on TEs' professional learning, exploring facilitation in the professional learning community (PLC) for TEs. Social learning is the most critical component of learning in community, and the role of the facilitator is a catalyst of this social learning. Group facilitators can make a critical difference in the effectiveness of professional learning; however, facilitation is a difficult phenomenon to research. Facilitators play a significant role in whether and how professional learning occurs for individuals and groups. Understanding the facilitator's role in this context is important for promoting TEs' professional learning. This study adds to the limited literature on facilitation among TEs by identifying the characteristics of the facilitator's verbal-interaction with participants in a PLC for TEs. (ERIC).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01