What does it take to facilitate?

Abstract

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.