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sciencedirect.com – Conceptualizing the work of facilitating practice-embedded teacher learning

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Highlights

Practice-embedded learning settings provide teachers with opportunities to collectively engage in teaching with students.

We explore the pivotal work of facilitators as they prepared participants to learn together in practice-embedded settings.

Facilitators promoted collaborative learning, supported experimentation with practice, and shaped the emotional space.

Abstract

Increasingly, teachers are asked to make their practice public for collective inquiry. In “practice-embedded” professional learning experiences, educators work alongside colleagues to enact instruction in front of each other with students present. How teacher educators facilitate these professional learning settings is critical to successfully supporting teachers’ learning. This study identified facilitation practices and described the functions they fulfill toward fostering productive practice-embedded environments, including promoting collaborative learning, supporting teachers’ experimentation with and analysis of instructional practice, and shaping the emotional space. The practices identified can support the work of facilitators in creating practice-embedded experiences for pre-service and in-service teachers.

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Troels Gannerup Christensen

Jeg er ansat som adjunkt hos Læreruddannelsen i Jelling, hvor jeg underviser i matematik, specialiseringsmodulet teknologiforståelse, praktik m.m. Jeg har tidligere været ansat som pædagogisk konsulent i matematik og tysk hos UCL ved Center for Undervisningsmidler (CFU) i Vejle og lærer i udskolingen (7.-9. klasse) på Lyshøjskolen i Kolding. Jeg er ejer af og driver bl.a. hjemmesiderne www.lærklokken.dk og www.iundervisning.dk, ggbkursus.dk og er tidligere fagredaktør på matematik på emu.dk. Jeg går ind for, at læring skal være let tilgængelig og i størst mulig omfang gratis at benytte.

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