A physical education teacher’s journey: from district coordinator to facilitator

Abstract

Background: Despite the accumulating evidence highlighting the significant roles of an effective facilitator and appropriate pedagogies that a facilitator employs in shaping the professional learning environment, there is a paucity of research that explores how facilitators learn to facilitate. Purpose: The overall purpose of this study was to examine the development of learning to facilitate. Specifically, the research question guided in this study was: what was the impact of using Kolb’s experiential learning cycle (ELC) as a framework to gain selected facilitation skills? Theoretical framework: This study was grounded in teacher learning theory as a teacher learns to become a facilitator, having knowledge of what a facilitator should bring to the table about previous experiences and how to provide challenging inquiries in meaningful contexts. In this study, Kolb’s ELC that adhered to constructivist learning principles was used as a pedagogical tool to enhance teacher learning. Therefore, different constructivist pedagogical strategies were utilized in each stage of Kolb’s ELC [1984. Experiential Learning–Experience as the Source of Learning and Development. New Jersey: Prentice-Hall] monthly in a cyclical way to move the teacher through the process of becoming a facilitator. Design and participants: This longitudinal case study examines a physical education teacher on her professional development (PD) journey to become a PD facilitator in a newly constructed and co-facilitated community of practice (CoP). This CoP consisted of seven physical education teachers, one male and six females, representing the same school district in Ankara, Turkey. Data collection tools: Multiple sources of data collection were employed: journal entries from observations of CoP, audio-recorded collective reflections, transcribed audio of meetings, an interview, and artefacts (e-mail communications). Data analysis: The semi-structured interview with the teacher-facilitator, reflective journals, audio-taped transcriptions of CoP and after-meeting discussions, and e-mail communications between the teacher-facilitator and the researcher were analysed using the constant comparison approach. Findings: The results indicated that properly applying constructivist pedagogical strategies in monthly cycles was a useful way to improve the teacher-facilitator’s skills in facilitating CoP. Changing a teacher’s professional role to include that of a facilitator in a co-facilitated learning environment allowed sharing responsibilities and roles. © 2016 Association for Physical Education.