NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ914606
Record Type: Journal
Publication Date: 2006
Pages: 5
Abstractor: As Provided
Reference Count: 13
ISBN: N/A
ISSN: ISSN-1175-9232
What Does It Take to Facilitate?
Kent, Bruce
Kairaranga, v7 spec iss p59-63 2006
The purpose of this study was to capture a sense of the experience of facilitators working with schools and teachers on the Enhancing Effective Practice in Special Education (EEPiSE) project. Facilitation skills are often used in educational contexts in a variety of forms and for a variety of purposes. A considerable body of literature provides detailed information about the skills and procedures that can be applied in facilitation. It is also of value to attend to the learning that facilitators have gained from experiencing the role. Nine participants (including two Maori and two male) were interviewed using a semi-structured interview format. The interviews were transcribed and the data analysed using content analysis to identify themes. Four themes emerged from the interviews: these were (a) working together, (b) teacher self-discovery, (c) working and learning in context, and (d) useful skills for enhancing outcomes. These themes reflect a strong emphasis on the necessity for facilitators to develop quality relationships. This is consistent with current literature which recognises "being" as the fundamental skill of facilitation. The contribution of those involved in the action learning project is recognised.
New Zealand Ministry of Education. Available from: Massey University. Private Bag 11 222; Palmerston North 4442, New Zealand. Tel: +64-6-351-3396; Fax: +64-6-351-3472; email: kairaranga@massey.ac.nz; Web site: http://www.massey.ac.nz/massey/learning/departments/school-curriculum-pedagogy/kairaranga/kairaranga_home.cfm
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand