Adult and Continuing Education and Teaching | Other Teacher Education and Professional Development
This paper reports on a study wherein the author examined her own practice when moderating debrief conversations. The analysis applied a multifaceted theoretical framework from professional learning. The findings suggest that the moderator's role as it was implemented primarily arranged organizing circumstances (Spear and Mocker, 1984) provoked by her own basic psychological needs (Deci and Ryan, 2000), her mental models (Seel, 2001), and her perception of these individual attributes in others. The implications for her future practice as a moderator are discussed.
Harkins, Heather K., "Learning to lead: Examining the moderator role in debrief conversations among professional developers" (2008). NERA Conference Proceedings 2008. 10.