It is a never-ending journey
learning to become a facilitator in Physical Education teacher education collaborative practices
DOI:
https://doi.org/10.22456/1982-8918.127287Keywords:
Facilitation, Situated learning, Identity, Critical friendAbstract
The purpose of this study was to analyze the contribution of collaborative reflection to individual and collective processes of learning how to become a facilitator in Physical Education teacher education (PETE). Collaborative self-study of teacher education practices (S-STEP) was used as methodology. Participants were three teacher educators from Brazil, Turkey, and the USA. Group meetings, individuals’ memory work, field notes, and reflective journals were the data sources. Data were collaboratively analyzed by using constant comparative content analysis. Results were organized in two themes: (a) Challenges and opportunities to become facilitators; (b) Self-study: the rise of new insights; which represented their pathways to become facilitators in PETE programs. This self-study process challenged the understanding of the process of becoming a facilitator and demonstrated that this process is a never-ending journey in which teacher educators’ careers are continuously shaped and redefined.
Downloads
References
ARMOUR, Kathleen M; YELLING, Martin. Effective professional development for physical education teachers: the role of informal, collaborative learning. Journal of Teaching in Physical Education, v. 26, n. 2, p. 177–202, 2007. DOI: https://doi.org/10.1123/jtpe.26.2.177
BENI, Stephanie. ‘It’s messy and it’s frustrating at times, but it’s worth it.’ facilitating the professional development of teachers implementing an innovation. Studying Teacher Education, v. 17, n. 3, p. 273-291, 2021. DOI: https://doi.org/10.1080/17425964.2021.1961127.
FLETCHER, Tim; NÍ CHRÓINÍN, Déirdre; O'SULLIVAN, Mary. A layered approach to critical friendship as a means to support pedagogical innovation in pre-service teacher education. Studying Teacher Education, v. 12, n. 3, p. 302-319, 2016. DOI: https://doi.org/10.1080/17425964.2016.1228049
GLASER, Barney; STRAUSS, Anselm. The discovery of grounded theory: strategies for qualitative research. Chicago, IL: Aldine, 1967.
GONÇALVES, Luiza Lana; PARKER, Melissa; LUGUETTI, Carla; CARBINATTO, Michele. The facilitator’s role in supporting physical education teachers’ empowerment in a professional learning community. Sport, Education and Society, v. 27, n. 3, p. 272-285, 2022. DOI: https://doi.org/10.1080/13573322.2020.1825371
GOODYEAR, Victoria; DUDLEY, Dean. “I’m a facilitator of learning!” Understanding what teachers and students do within student-centered physical education models. Quest, v. 67, n.3, p. 274-289, 2015. DOI: https://doi.org/10.1080/00336297.2015.1051236.
HUNUK, Deniz. A physical education teacher’s journey: from district coordinator to facilitator. Physical Education and Sport Pedagogy, v. 22, n. 3, p. 301–315, 2017. DOI: https://www.tandfonline.com/doi/abs/10.1080/17408989.2016.1192594.
LABOSKEY, Vicki Kubler. The methodology of self-study and its theoretical underpinnings. : LOUGHRAN, J.J. et al. (ed). International Handbook of Self-Study of Teaching and Teacher Education Practices. Dordrecht: Springer, 2004. p.817–869.
LAVE, Jean; WENGER, Etienne. Situated learning: legitimate peripheral participation. Cambridge: Cambridge University, 1991.
MACPHAIL, Ann; PATTON, Kevin.; PARKER, Melissa; TANNEHILL, Deborah. Leading by example: teacher educators’ professional learning through communities of practice. Quest, v. 66, n.1, p.39-56, 2014. DOI: https://doi.org/10.1080/00336297.2013.826139
MAKOPOULOU, Kyriaki. An investigation into the complex process of facilitating effective professional learning: CPD tutors’ practices under the microscope. Physical Education and Sport Pedagogy, v. 23, n. 3, p. 250-266, 2018. DOI: https://doi.org/10.1080/17408989.2017.1406463.
PARKER, Melissa; PATTON, Kevin; GONÇALVES, Luiza; LUGUETTI, Carla; LEE, Okseon. Learning communities and physical education professional development: A scoping review. European Physical Education Review, v. 28, n. 2, p. 500–518, 2022. DOI: https://doi.org/10.1177/1356336X211055.
PATTON, Kevin; PARKER, Melissa. Moving from ‘Things to do on Monday’ to student learning: Physical Education professional development facilitators’ views of success. Physical Education and Sport Pedagogy, v. 19, n.1, p. 60–75, 2014. DOI: https://doi.org/10.1080/17408989.2012.726980
PATTON, Kevin; PARKER, Melissa. Teacher education communities of practice: More than a culture of collaboration. Teaching and Teacher education. n. 67, p. 351-360, 2017. DOI: https://doi.org/10.1016/j.tate.2017.06.013
PATTON, Kevin; PARKER; Melissa; NEUTZLING, Misti, M. Tennis shoes required: the role of the facilitator in professional development. Research Quarterly for Exercise and Sport, v. 83, n.4, p. 522–532, 2012. DOI: https://doi.org/10.1080/02701367.2012.10599141
PATTON, Kevin; PARKER, Melissa; PRATT, Erica. Meaningful learning in professional development: teaching without telling. Journal of Teaching in Physical Education, n. 32, p. 441-459, 2013. DOI: https://doi.org/10.1123/jtpe.32.4.441
PATTON, Michael Quinn. Qualitative research and evaluation methods. 4th ed. Thousand Oaks, CA: Sage, 2015.
POEKERT, Philip. The pedagogy of facilitation: teacher inquiry as professional development in a Florida elementary school. Professional Development in Education, v. 37, n.1, p. 19–38, 2011. DOI: https://doi.org/10.1080/19415251003737309
WENGER, Etienne. Communities of practice: learning, meaning, and identity. Cambridge, UK: Cambridge University, 1998.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 Movimento
This work is licensed under a Creative Commons Attribution 4.0 International License.
Movimento adopts the Creative Commons Attribution 4.0 International (CC BY 4.0) for approved and published works. This means that authors:
- keep their copyrights and grant right of first publication to the journal; and
- as long as the authors’ names and Movimento’s initial publication rights are acknowledged, the authors may share (copy and redistribute the material in any medium or format) and adapt (remix, transform, and build upon the material for any purpose, even commercially).
More information at: https://creativecommons.org/licenses/by/4.0/
