The role of the facilitator became an important operational feature in this programme and was characterised by actions and intentions different to those traditionally assigned to facilitators in professional development programmes. This chapter strategises this role in terms of the actions that became essential in both programme sessions and working with teachers in school-based meetings that enabled the facilitator to act as a conduit between teacher thinking, programme design and meaningful teacher learning. It was the facilitator’s role to anticipate, determine and capitalise on moments which empowered teachers to make decisions about action and learning that was personally meaningful. These actions were essential for programme success and required the facilitator to break out of habitual behaviours and critically analyse, in action and retrospectively, the most appropriate actions to support teacher learning.
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