Factors Influencing Discipline-Specific Facilitators' Roles in a Multi-Tiered Professional Learning Programme in Higher Education

Autor/inn/en	Al-Thani, Hessa; Chaaban, Youmen; Du, Xiangyun
Titel	Factors Influencing Discipline-Specific Facilitators' Roles in a Multi-Tiered Professional Learning Programme in Higher Education
Quelle	In: Research in Post-Compulsory Education, 28 (2023) 3, S.530-549 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chaaban, Youmen) ORCID (Du, Xiangyun)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359 6748
DOI	10.1080/13596748.2023.2221123
Schlagwörter	Intellectual Disciplines; Facilitators (Individuals); Role; Faculty Development; Higher Education; College Faculty; Program Implementation; Foreign Countries; Scaffolding (Teaching Technique); Cooperative Learning; Qatar + Suchen Sie Ihr Suchwort? Geisteswissenschaften; Rollen; Hochschulbildung; Hochschulsystem; Hochschulwesen; Fakultät; Ausland; Kooperatives Lernen; Katar
Abstract	This study investigated the roles of eleven discipline-specific facilitators in a multi-tiered professional learning programme implemented in a higher education context. The study also examined the factors supporting and hindering their emerging roles, as they facilitated professional learning opportunities to other faculty in their colleges, while also being supported by programme coordinators. Using a phenomenological approach, data were generated from multiple qualitative sources, mainly portfolio entries and interviews conducted with the eleven facilitators at the end of Phase 1 and Phase 2 of the programme. Data analysis revealed the emerging facilitation roles, as well as the intricacies of the factors that were either supports or constraints to the different facilitators. Implications for the role that facilitation played in transforming teaching and learning in a centralised context are discussed. Specifically, this study delineated the need for both bottom-up approaches supported by top-down structures, which can enhance teaching and learning pedagogies and practices. This mix of bottom-up agency and top-down authority was shown to better support discipline-specific facilitators and faculty participants alike. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01