Journal ArticleDOI
Facilitator, Teacher, or Leader? Managing Conflicting Roles in Outdoor Education
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TLDR
The five facilitator roles identified by Schwarz (2002) serve as a theoretical framework for this paper as discussed by the authors, as well as strategies that outdoor educators can apply to optimise their use of, and movement between, these roles.Abstract:
A facilitator is commonly defined as a substantively neutral person whomanages the group process in order to help groups achieve identified goalsor purposes. However, outdoor educators rarely experience the luxury ofonly managing the group process, because they are typically responsible forthe provision of leadership, skill instruction, and safety management. Basedon personal experience, the literature on facilitation, and my research on thetheories and practices of facilitator educators providing facilitation trainingcourses in Australia and New Zealand, I recommend strategies for managingthe potentially conflicting facilitation roles that outdoor educators maybe required to fulfill. The five facilitator roles identified by Schwarz (2002),which serve as a theoretical framework for this paper, are facilitator, facilitativeleader, facilitative trainer, facilitative consultant, and facilitative coach. The similarities and differences between these roles are discussed, as are strategies that outdoor educators can apply to optimise their use of, and movement between, these roles.read more
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Tennis Shoes Required: The Role of the Facilitator in Professional Development
TL;DR: Examination of facilitators' collective knowledge and experience with ongoing physical education professional development, specifically regarding conceptions of their role in the process, indicated that facilitators held common beliefs about teacher learning and self-identified actions aligned with those beliefs.
Journal ArticleDOI
A surprising discovery: five pedagogical skills outdoor and experiential educators might offer more mainstream educators in this time of change
TL;DR: In this article, the authors draw from the experience of outdoor and experiential educators working in the context of a radical, long-term formal public education research project and identify five pedagogical skills identified by the researchers which might be offered more clearly to classroom teachers and formal teacher training processes.
Journal ArticleDOI
Falling into LINE: school strategies for overcoming challenges associated with learning in natural environments (LINE)
TL;DR: The Natural Connections Demonstration Project as mentioned in this paper recruited primary, secondary, and special schools across south-west England with a view to stimulating and supporting "learning in the natural environment" across the region.
References
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Book
Theory in Practice: Increasing Professional Effectiveness
Chris Argyris,Donald A. Schön +1 more
TL;DR: In this paper, a transition from Model I to Model II is discussed, with a focus on the transition from Theory of Action to Practice. But, the transition is not seamless: it requires Learining model-II behavior.
Book
Facilitating Reflective Learning in Higher Education
Anne Brockbank,Ian McGill +1 more
TL;DR: In this paper, a review of learning theories and requirements for reflection and reflective practice is presented.Acknowledgements to second edition Acknowledgements to first edition Part I Learning and reflection Our themes Learning philosophies and principles What is learning? - A review of Learning theories Requirements for reflection Reflection and reflective practices Part II Facilitating learning and reflective learning Academic practice and learning Methods of reflection for tutors Methods and assessment of reflective learning Becoming a facilitator: Enabling reflective learning Facilitation in practice: Basic skills Facilitation and further skills Part III Exemplars Action learning (learning sets
Book
Effective Leadership in Adventure Programming
Simon Priest,Michael A. Gass +1 more
TL;DR: This book presents an introduction to Outdoor Leadership Part I: Foundations of Adventure Programming, which explains the origins of adventure programming and some of the techniques used in Facilitation Roles.