SHARMED training: design and practice

Scollan, Angela ORCID logoORCID: https://orcid.org/0000-0001-9005-5838 and Joslyn, Erica (2021) SHARMED training: design and practice. In: Promoting Children's Rights in European Schools: Intercultural Dialogue and Facilitative Pedagogy. Baraldi, Claudio, Joslyn, Erica and Farini, Federico, eds. Bloomsbury, London, pp. 173-192. ISBN 9781350217782, e-ISBN 9781350217812, e-ISBN 9781350217799, e-ISBN 9781350217805. [Book Section] (doi:10.5040/9781350217812.ch-10)

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Abstract

One of the objectives of the SHARMED project was the development of a comprehensive training programme to support the use of facilitation in educational settings. In this chapter we explain the methodological foundations that underpin SHARMED training and describe the range of training resources developed from the evidence provided by the research activities in the classrooms. The SHARMED training model was designed to promote the understanding and use of facilitation as an active form of dialogic pedagogy-promoting capability to support children’s participation. More specifically, to support the status of children as authors of narratives based on personal or cultural memories and as legitimized sources of knowledge.
Crucially, this chapter illustrates how the SHARMED training model is a training programme for and with participants in all of its phases, framed around a continuous process of self-evaluation and self-reflection. By enabling continuous evaluation SHARMED training encourages teachers and practitioners to challenge themselves through reflection and experimentation. This model of training uses a practice-based format, not least because if traditional teaching practice is to be enhanced by the practice of facilitation, then training should provoke change that is understood and owned by those seeking to make that change.

Item Type: Book Section
Research Areas: A. > Centre for Education Research and Scholarship (CERS)
Item ID: 33984
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Depositing User: Angela Scollan
Date Deposited: 18 Oct 2021 13:45
Last Modified: 06 Jun 2022 10:28
URI: https://eprints.mdx.ac.uk/id/eprint/33984

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