The invisible leader: Facilitation in Lesson Study
Background/purpose – Developing the body of knowledge about how facilitators act and engage with participants is essential to developing Lesson Study (LS) facilitation. This research reveals how two LS facilitators from the United Kingdom and the United States support and lead cycles. Materials/m...
Saved in:
| Main Author: | |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
ÜNİVERSİTEPARK Limited
2022-09-01
|
| Series: | Educational Process: International Journal |
| Subjects: | |
| Online Access: | https://www.edupij.com/files/1/articles/article_263/EDUPIJ_263_article_63440b35baca0.pdf |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| _version_ | 1850229330175590400 |
|---|---|
| author | John Paul Mynott, Daryl Michel |
| author_facet | John Paul Mynott, Daryl Michel |
| author_sort | John Paul Mynott, Daryl Michel |
| collection | DOAJ |
| description | Background/purpose – Developing the body of knowledge about how facilitators act and engage with participants is essential to developing Lesson Study (LS) facilitation. This research reveals how two LS facilitators from the United Kingdom and the United States support and lead cycles.
Materials/methods – We used the Standards, Assessment, Instruction and Intervention, Leadership, and Sustainability (SAILS) framework (Hasbrouck & Denton, 2005; Hasbrouck & Michel, 2022) to explore and thematically code reflective semi-structured interviews between two LS facilitators. We coded and organized themes to explore the actions, processes, tools, and behaviors that facilitators use.
Results – Standards formed a key feature of LS facilitation. Leadership, how the facilitators intervened and supported participants to sustain LS, was a salient theme. The skills, tools, and processes used by the facilitators built upon existing knowledge of LS facilitators (de Vries & Uffen, 2021; Morago & Grigioni Baur, 2021; Mynott, 2018). A fundamental finding is that the facilitator is a leader who needs to be present enough to navigate discussions, yet invisible enough to not get in the way of participant learning.
Conclusion – Deepening our knowledge of what the facilitator can do to increase the sustainability of participant learning can help support future LS teams. How a facilitator thinks about aspects of their work in advance, which tools can be used during conversations, and how they summarize learning are all important aspects of their work. |
| format | Article |
| id | doaj-art-d9378da5637e4661b053bb1a6f971d41 |
| institution | OA Journals |
| issn | 2147-0901 |
| language | English |
| publishDate | 2022-09-01 |
| publisher | ÜNİVERSİTEPARK Limited |
| record_format | Article |
| series | Educational Process: International Journal |
| spelling | doaj-art-d9378da5637e4661b053bb1a6f971d412025-08-20T02:04:15ZengÜNİVERSİTEPARK LimitedEducational Process: International Journal2147-09012022-09-0111310.22521/edupij.2022.113.3The invisible leader: Facilitation in Lesson StudyJohn Paul Mynott, Daryl Michelhttps://orcid.org/0000-0002-8714-6525Background/purpose – Developing the body of knowledge about how facilitators act and engage with participants is essential to developing Lesson Study (LS) facilitation. This research reveals how two LS facilitators from the United Kingdom and the United States support and lead cycles. Materials/methods – We used the Standards, Assessment, Instruction and Intervention, Leadership, and Sustainability (SAILS) framework (Hasbrouck & Denton, 2005; Hasbrouck & Michel, 2022) to explore and thematically code reflective semi-structured interviews between two LS facilitators. We coded and organized themes to explore the actions, processes, tools, and behaviors that facilitators use. Results – Standards formed a key feature of LS facilitation. Leadership, how the facilitators intervened and supported participants to sustain LS, was a salient theme. The skills, tools, and processes used by the facilitators built upon existing knowledge of LS facilitators (de Vries & Uffen, 2021; Morago & Grigioni Baur, 2021; Mynott, 2018). A fundamental finding is that the facilitator is a leader who needs to be present enough to navigate discussions, yet invisible enough to not get in the way of participant learning. Conclusion – Deepening our knowledge of what the facilitator can do to increase the sustainability of participant learning can help support future LS teams. How a facilitator thinks about aspects of their work in advance, which tools can be used during conversations, and how they summarize learning are all important aspects of their work.https://www.edupij.com/files/1/articles/article_263/EDUPIJ_263_article_63440b35baca0.pdfleadershipsustainable collaborationrelationshipcommunication |
| spellingShingle | John Paul Mynott, Daryl Michel The invisible leader: Facilitation in Lesson Study Educational Process: International Journal leadership sustainable collaboration relationship communication |
| title | The invisible leader: Facilitation in Lesson Study |
| title_full | The invisible leader: Facilitation in Lesson Study |
| title_fullStr | The invisible leader: Facilitation in Lesson Study |
| title_full_unstemmed | The invisible leader: Facilitation in Lesson Study |
| title_short | The invisible leader: Facilitation in Lesson Study |
| title_sort | invisible leader facilitation in lesson study |
| topic | leadership sustainable collaboration relationship communication |
| url | https://www.edupij.com/files/1/articles/article_263/EDUPIJ_263_article_63440b35baca0.pdf |
| work_keys_str_mv | AT johnpaulmynottdarylmichel theinvisibleleaderfacilitationinlessonstudy AT johnpaulmynottdarylmichel invisibleleaderfacilitationinlessonstudy |