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Supporting development by facilitation in action research
Anette Olin, Karin Rönnerman
Göteborg University, Sweden
Rachel Jakhelln, Torbjørn Lund
Tromsø University, Norway
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Teachers’statements 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.
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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.
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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”.
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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?
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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
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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)
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Theoretical knowledgeToolsAnalyse
Practical knowledgeQuestions
Experiences
Action
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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
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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
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FacilitatingCollegial knowledge
Journal writingpersonal knowledge
DocumentationCommunicative knowledge
School improveme
nt
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Case 2Facilitating new Teachers up North
Professional Qualification in the Tension between Education and Work
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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.
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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
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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
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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
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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
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2. Dialogue conference
1. Dialogue conference
3. Dialogue
conference
4. Dialogue conference
Qualifying school leaders to handle the new school reform
(School development, Leadership)
Action learningDialogue based
Experience basedNetworksoriented
Network meeting 1
Network meeting 2
Network meeting 3
Knowledgebuilding and action
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Basic ideas for conferences;
Oriented towards ideals for democratic communication
Structured communication
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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
Basic activities during the conferences
Who meets? Voices About what? Facilitator
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Dialogue conference as an arena for expanding reflection
talking reading
writing
perspectives
Structuring, focusing
critical
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How are ideas from constructing conferences/dialogues transformed into school leader`s practice?
How can this result in school development according to the New School Reform in Norway?
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Action research;dialogue conferences
Challenge 1: How to handle the facilitor`s 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?
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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
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Facilitation as:
Master-apprenticeship model creation instructive
Mutual peer guidance Supporting Confirming
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Dimensions in facilitating
Technical rationality
Communicative rationality
Critical rationality
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Questions to discuss:
Other ways to analyze facilitating?
Is facilitating in AR specific compared to facilitating in general?