Supporting development by facilitation in action research - PowerPoint PPT Presentation

1 / 28
About This Presentation
Title:

Supporting development by facilitation in action research

Description:

The facilitator has been very good (knowledgeable, good listener, ... instructive. Mutual peer guidance. Supporting. Confirming. Dimensions in facilitating ... – PowerPoint PPT presentation

Number of Views:43
Avg rating:3.0/5.0
Slides: 29
Provided by: uf2
Category:

less

Transcript and Presenter's Notes

Title: Supporting development by facilitation in action research


1
Supporting development by facilitation in action
research
  • Anette Olin, Karin Rönnerman
  • Göteborg University, Sweden
  • Rachel Jakhelln, Torbjørn Lund
  • Tromsø University, Norway

2
Teachersstatements on facilitation
  • The facilitator has been very good
    (knowledgeable, good listener, focused on the
    topic).
  • Didn't know what the facilitation would contain
    but came from every occasion with new thoughts
    and insights in my rucksack.

3
  • Got good help to focus on what was important, to
    narrow when work was sprawling. And to get going
    when it felt tough got inspiration.
  • Very good for finding and keeping focus but still
    get more angles of approaches and ways of
    thinking.

4
  • Has been valuable to put words on what you are
    working with and that others have been listening
    and commenting. That the facilitator has
    conducted/lead the developmental work forward.
  • The facilitator has asked questions that has made
    me come up with solutions. Very learnable.

5
Question to guide our analyses
  • Can specific features/elements be discerned?
  • What are the common features in the three cases?
  • Can facilitation be understood by using different
    rationalities?

6
Case 1 Course in AR
  • Start in practice
  • Use experiences from practice
  • Use theory and tools from social science
  • View the workplace as a place for improvement
  • Collaboration with others
  • Learning and improvement goes hand in hand

7
Two tracks
  • Litterature/theory
  • The idea and theoretical standpoints for AR
  • Different perspectives of quality and development
  • Action/Practical work
  • Tools
  • Analyse
  • Documentation
  • Facilitation
  • Reflection(individual and collective)

8
Theoretical knowledge Tools Analyse
Practical knowledge Questions Experiences
Action
9
  • Teachers in groups of eight
  • Facilitation seven times during one year
  • Four lectures during one year
  • Carrying through a project
  • Time for doing action research
  • Present the project for other teachers in the
    municipality

10
Facilitating groups of teachers
  • Elucidate the participants expectations on the
    meeting
  • Be able to see different perspectives
  • Use the journal in facilitating
  • All participants have equal right to time and
    room
  • Reflection
  • Theory oriented

11
Facilitating Collegial knowledge
School improvement
Documentation Communicative knowledge
Journal writing personal knowledge
12
Case 2Facilitating new Teachers up North
  • Professional Qualification in the Tension between
    Education and Work

13
Background
  • Critic of the teacher education
  • what professionalism imply for teachers
  • focused on isolated subjects, not seeing these as
    an integrated part in the construction of a
    teacher practise and a teacher identity
  • The new teachers experience a practice shock
  • The schools are not concerned about caretaking of
    newly certified teachers.

14
Organization of the facilitation
  • Attendance is optional
  • The new teachers get a local mentor an
    experienced colleague local guidance group
  • The school are facilitated by a supervisor from
    one of the Teacher educations in the region
  • Guidance and facilitation in common
    meetings/sessions among all the participants in
    the region

15
Distance to practice is shaped by
  • Different meetings and guidance situations (new
    new/ experienced experienced/
  • new experienced teacher trainer)
  • Writing papers based on practice experiences and
    theoretical reflection (discussed in the
    guidance)
  • Reading literature
  • Professional discussions on the Internet
  • All the participators, new as experienced, are
    offered a 10 ECTS educational program
    Professional development through experience and
    guidance

16
Experiences
  • The structured meetings shapes both reflection
    and action
  • Contribute to inclusion of the new teacher
  • The experienced teacher are seeing her own
    organisation in a new perspective
  • The different meetings strengthen the
    participants

17
Case 3 Action research through dialogue
conferences and networks
  • More than 130 school leaders
  • 4 communities (region)
  • 4 researchers
  • Period 2006-2009
  • Action research based on
  • -dialogue conferences and
  • -network activities

18
Action learning Dialogue based Experience
based Networksoriented
Knowledgebuilding and action
Network meeting 1
Network meeting 2
Network meeting 3
2. Dialogue conference
  • Dialogue
  • conference

3. Dialogue conference
4. Dialogue conference
Qualifying school leaders to handle the new
school reform (School development, Leadership)
19
Basic ideas for conferences
  • Oriented towards ideals for democratic
    communication
  • Structured communication

20
(No Transcript)
21

Basic activities during the conferences
Voices
Facilitator
Who meets?
About what?
Researcher vs practitioner Plenum(2 hours) Concepts Reflection on ongoing activity in the project, new concepts
Practitioner vs practitioner Heterogene (diff schools)groups(1 hour) Ideas and concepts Monitoring
Practitioners vs plenum Plenum (1 hour) Followed by questions Ideas and reflection Monitoring Discussant
Practitioner vs researcher Homogeneous schoolgroups (4-6 hours) Reflection Planning Facilitating in groups or networkgroups

22
Dialogue conference as an arena for expanding
reflection
Structuring, focusing
writing
talking
reading
critical
perspectives
23
  • How are ideas from constructing
    conferences/dialogues transformed into school
    leaders practice?
  • How can this result in school development
    according to the New School Reform in Norway?

24
Action researchdialogue conferences
  • Challenge 1
  • How to handle the facilitors work in dialogue
    conferences?
  • A ) as a program coordinator
  • B) as a facilitator in smaller groups
  • Challenge 2
  • How to monitor the activity while at the same
    time run the activity?

25
Common features in the three cases
  • Structured communication
  • Supporting their school development
  • Based on experiences from their ongoing projects
  • Oriented towards democratic dialogues
  • Facilitator - a model for facilitating
  • Closeness distance - closeness
  • Groups of teachers/school leaders

26
Facilitation as
  • Master-apprenticeship
  • model creation
  • instructive
  • Mutual peer guidance
  • Supporting
  • Confirming

27
Dimensions in facilitating
Technical rationality Communicative rationality Critical rationality
28
Questions to discuss
  • Other ways to analyze facilitating?
  • Is facilitating in AR specific compared to
    facilitating in general?
Write a Comment
User Comments (0)
About PowerShow.com