Facilitating collaborative teacher learning: the role of “mindfulness” in video-based teacher professional development programs

• DOI: 10.1007/s11612-014-0248-0
• Publication Date: 2014-07-14T10:33:58Z
• Authors: Alexander Gröschner; Tina Seidel; Ann-Kathrin Pehmer; Katharina Kiemer
• Keywords: Facilitator; Dialogic; Facilitation; Professional learning community

In teacher professional development (PD), the component of collaborative participation among teachers is emphasized. Especially in video-based PD programs, the role of building up a teacher learning community and a trustful exchange among group members is important. Since general rules for productive collaboration do not exist at the beginning of a PD program, the role of a facilitator is pivotal for the successful development of a teacher learning community. In this paper, we present a new video-based PD program, the “Dialogic Video Cycle” (DVC), focusing on the improvement of classroom dialogue. In describing the DVC and the facilitation actions (“moves”), we highlight the role of the facilitator as mindful in providing teachers with new knowledge and with guiding the exchange among teachers about teaching practices and reflections. Results of a final evaluation of the program showed positive perceptions of the facilitation approach in the video-based PD program.