'It's Messy and It's Frustrating at Times, but It's Worth It.' Facilitating the Professional Development of Teachers Implementing an Innovation

Autor/in	Beni, Stephanie
Titel	'It's Messy and It's Frustrating at Times, but It's Worth It.' Facilitating the Professional Development of Teachers Implementing an Innovation
Quelle	In: Studying Teacher Education, 17 (2021) 3, S.273-291 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1742-5964
DOI	10.1080/17425964.2021.1961127
Schlagwörter	Faculty Development; Educational Innovation; Teacher Educators; Teaching Experience; Communities of Practice; Physical Education; Teacher Role; Professional Identity; Facilitators (Individuals) + Suchen Sie Ihr Suchwort? Instructional innovation; Bildungsinnovation; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Community; Körpererziehung; Sportunterricht; Lehrerrolle
Abstract	This self-study research focuses on one teacher educator's experience of learning to enact a pedagogy of facilitating teachers' professional development (PD) through a community of practice (CoP) for teachers who were learning to use the Meaningful Physical Education (PE) approach. Twelve teacher participants with a range of experience levels were supported through a CoP in learning about and implementing the approach in their classrooms across two school years. These teachers had no prior connection to the teacher educator; they were voluntary participants who showed an interest in learning about Meaningful PE. The role of the teacher educator, who was conducting this research as part of a university-affiliated research project, was to facilitate CoP meetings while simultaneously collecting data on teachers' implementation of Meaningful PE. Identity theory is used to make sense of the facilitator's experience of learning to enact a pedagogy of facilitation. Qualitative data sources include: researcher reflective journal; teacher interviews; CoP meeting transcripts; and non-participant observations in teachers' classrooms. Three themes are highlighted: (1) the facilitator's experience of developing an identity as a facilitator of PD; (2) aligning a personal pedagogical philosophy with practice; and (3) navigating the unexpected. This study highlights the role of self-study research in helping the beginning facilitator of teachers' PD understand their sense of self and identity and navigate the tensions associated with learning to take on a new role. (As Provided).
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