Title: The pedagogy of facilitation: teacher inquiry as professional development in a Florida elementary school
Abstract: Abstract Teacher inquiry is a powerful professional development method for teachers to direct their own learning and focus on the particular needs of their own classroom. Yet, the study of effective professional development must broaden its focus beyond what skills and content teachers must acquire to consider how to best facilitate teachers' learning and empower them as professionals. This qualitative study examines the pedagogy of facilitation by following the experiences of six first‐time teacher inquirers and the veteran facilitator that guided them through the inquiry process. The results shed light on the various stages of participants' experiences and the facilitation methods that proved effective at each stage. Keywords: teacher inquiryaction researchprofessional developmentin‐service trainingfacilitation Notes 1. A version of this paper was previously presented at the annual meeting of the American Educational Research Association, 28 March 2008, New York, USA. 2. All names given to schools and teachers are pseudonyms. 3. See http://www.nsrfharmony.org.
Publication Year: 2010
Publication Date: 2010-05-11
Language: en
Type: article
Indexed In: ['crossref']
Access and Citation
Cited By Count: 64
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