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Facilitators as actors: exploring power, knowledge and subjectivity in a teacher professional development programme.

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Title: Facilitators as actors: exploring power, knowledge and subjectivity in a teacher professional development programme.
Authors: Bolaños Zarate, Fernando (AUTHOR), Díaz-Sacco, Alessandra (AUTHOR), Peri, Armando (AUTHOR)
Source: Cambridge Journal of Education. Feb2026, Vol. 56 Issue 1, p19-35. 17p.
Subjects: Facilitators (Persons), Power (Social sciences), Educational ideologies, Discourse analysis, Teacher development, Critical theory, Learning, Foucault, Michel, 1926-1984, Subjectivity
Abstract: Numerous studies have explored the purposes, pedagogical practices and claimed added value of teacher professional development programmes. The authors understand these as the programmes' underlying rationalities. However, few studies compare these rationalities, as articulated in guiding documents, with those held by the facilitators who implement them. Given facilitators' key roles, failing to compare the rationalities found in guiding documents with those held by them may lead to gaps between intentions and outcomes. Moreover, facilitators can offer insights not captured in documents. Accordingly, neglecting their perspectives risks missing opportunities for improvement. This study addresses this gap by using post-foundational discourse analysis and taking inspiration from Michel Foucault. The authors analysed documents and conducted semi-structured interviews with all facilitators of a programme called ARPA. Their findings reveal both alignments and discrepancies. They conclude that tensions between facilitators and documents provide valuable opportunities for professional development programmes, as facilitators actively critique and reshape educational rationalities. [ABSTRACT FROM AUTHOR]
Copyright of Cambridge Journal of Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Facilitators as actors: exploring power, knowledge and subjectivity in a teacher professional development programme.
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  Data: <searchLink fieldCode="AR" term="%22Bolaños+Zarate%2C+Fernando%22">Bolaños Zarate, Fernando</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Díaz-Sacco%2C+Alessandra%22">Díaz-Sacco, Alessandra</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Peri%2C+Armando%22">Peri, Armando</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Cambridge+Journal+of+Education%22">Cambridge Journal of Education</searchLink>. Feb2026, Vol. 56 Issue 1, p19-35. 17p.
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  Data: <searchLink fieldCode="DE" term="%22Facilitators+%28Persons%29%22">Facilitators (Persons)</searchLink><br /><searchLink fieldCode="DE" term="%22Power+%28Social+sciences%29%22">Power (Social sciences)</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+ideologies%22">Educational ideologies</searchLink><br /><searchLink fieldCode="DE" term="%22Discourse+analysis%22">Discourse analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+development%22">Teacher development</searchLink><br /><searchLink fieldCode="DE" term="%22Critical+theory%22">Critical theory</searchLink><br /><searchLink fieldCode="DE" term="%22Learning%22">Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Foucault%2C+Michel%2C+1926-1984%22">Foucault, Michel, 1926-1984</searchLink><br /><searchLink fieldCode="DE" term="%22Subjectivity%22">Subjectivity</searchLink>
– Name: Abstract
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  Data: Numerous studies have explored the purposes, pedagogical practices and claimed added value of teacher professional development programmes. The authors understand these as the programmes' underlying rationalities. However, few studies compare these rationalities, as articulated in guiding documents, with those held by the facilitators who implement them. Given facilitators' key roles, failing to compare the rationalities found in guiding documents with those held by them may lead to gaps between intentions and outcomes. Moreover, facilitators can offer insights not captured in documents. Accordingly, neglecting their perspectives risks missing opportunities for improvement. This study addresses this gap by using post-foundational discourse analysis and taking inspiration from Michel Foucault. The authors analysed documents and conducted semi-structured interviews with all facilitators of a programme called ARPA. Their findings reveal both alignments and discrepancies. They conclude that tensions between facilitators and documents provide valuable opportunities for professional development programmes, as facilitators actively critique and reshape educational rationalities. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
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  Data: <i>Copyright of Cambridge Journal of Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=192006649
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        Value: 10.1080/0305764X.2025.2590448
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      – Code: eng
        Text: English
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        PageCount: 17
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      – SubjectFull: Facilitators (Persons)
        Type: general
      – SubjectFull: Power (Social sciences)
        Type: general
      – SubjectFull: Educational ideologies
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      – SubjectFull: Discourse analysis
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      – SubjectFull: Teacher development
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      – SubjectFull: Critical theory
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      – SubjectFull: Learning
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      – TitleFull: Facilitators as actors: exploring power, knowledge and subjectivity in a teacher professional development programme.
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              Text: Feb2026
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              Y: 2026
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