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Teacher design teams as a strategy for professional development : the role of the facilitator

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Abstract
The goal of the current study was to explore the role and importance of the facilitator in Teacher Design Teams. The study took place in the context of a pre-service teacher education institution in Belgium, where teacher design teams were set up to facilitate the professional development of teacher educators. The findings from focus group discussions with team members and semi-structured interviews with facilitators confirm that the perceived importance of a facilitator depends on several factors, such as team characteristics and the design phase. Moreover, we found that a facilitator can fulfil three roles in a dynamic way: 1) providing logistic support, 2) scaffolding the design process and 3) monitoring the design process. The discussion centers on how these results can be used to support facilitators for successful Teacher Design Teams.
Keywords
teacher design teams, curriculum design, professional development, facilitator, COMMUNITIES, EXPERTISE, SUPPORT, KNOWLEDGE

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Chicago
Becuwe, Heleen, Jo Tondeur, Natalie Pareja Roblin, Jeroen Thys, and Els Castelein. 2016. “Teacher Design Teams as a Strategy for Professional Development : the Role of the Facilitator.” Educational Research and Evaluation 22 (3-4): 141–154.
APA
Becuwe, H., Tondeur, J., Pareja Roblin, N., Thys, J., & Castelein, E. (2016). Teacher design teams as a strategy for professional development : the role of the facilitator. EDUCATIONAL RESEARCH AND EVALUATION, 22(3-4), 141–154.
Vancouver
1.
Becuwe H, Tondeur J, Pareja Roblin N, Thys J, Castelein E. Teacher design teams as a strategy for professional development : the role of the facilitator. EDUCATIONAL RESEARCH AND EVALUATION. 2016;22(3-4):141–54.
MLA
Becuwe, Heleen, Jo Tondeur, Natalie Pareja Roblin, et al. “Teacher Design Teams as a Strategy for Professional Development : the Role of the Facilitator.” EDUCATIONAL RESEARCH AND EVALUATION 22.3-4 (2016): 141–154. Print.
@article{7262427,
  abstract     = {The goal of the current study was to explore the role and importance of the facilitator in Teacher Design Teams. The study took place in the context of a pre-service teacher education institution in Belgium, where teacher design teams were set up to facilitate the professional development of teacher educators. The findings from focus group discussions with team members and semi-structured interviews with facilitators confirm that the perceived importance of a facilitator depends on several factors, such as team characteristics and the design phase. Moreover, we found that a facilitator can fulfil three roles in a dynamic way: 1) providing logistic support, 2) scaffolding the design process and 3) monitoring the design process. The discussion centers on how these results can be used to support facilitators for successful Teacher Design Teams.},
  author       = {Becuwe, Heleen and Tondeur, Jo and Pareja Roblin, Natalie and Thys, Jeroen and Castelein, Els},
  issn         = {1380-3611},
  journal      = {EDUCATIONAL RESEARCH AND EVALUATION},
  language     = {eng},
  number       = {3-4},
  pages        = {141--154},
  title        = {Teacher design teams as a strategy for professional development : the role of the facilitator},
  url          = {http://dx.doi.org/10.1080/13803611.2016.1247724},
  volume       = {22},
  year         = {2016},
}

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