Prior to embracing facilitation, facilitators need to understand and accept the philosophy that underpins PBL.
They ask "How might the study of facilitation inform our understanding of the key features of quality video-based materials and professional development?" and "How do materials and practices for facilitation need to be adapted for use in different settings?" These questions are particularly important given the current context of public schooling in the USA.
The hypothesis offered is that for implementation of evidence to be successful there needs to be clarity about the nature of the evidence being used, the quality of context, and, the type of facilitation needed to ensure a successful process.
This model highlights the importance of three major ingredients for being successful in implementing research into practice: (a) the nature of the evidence being used, (b) the quality of the context in terms of coping with change, and (c) the type of facilitation needed to ensure a successful change process.
As a collection, they illustrate the complicated work of facilitation and the myriad decisions facilitators need to make during planning and enactment.
More handouts were suggested and facilitators needed more training in facilitation to make sure that they were confident.
Like teachers, facilitators need time to learn and process the new program, and they need time to rehearse and refine their facilitation skills.
Rycroft-Malone et al (2004) proposed that a supportive context or environment and adequate facilitation are needed to achieve research-based practice [ 28].
McDonald [ 27] identified the benefits of a CoP in education, also noting that effective facilitation is needed to allow an established CoP to thrive, albeit her study was conducted at only one university.
The interview guide for participants was thematically designed incorporating questions about style of facilitation, meeting cultural/language needs, application of behavioural change techniques, and delivery of content.
