SHARMED training: design and practice

Book chapter

Scollan, A. and Joslyn, E. 2021. SHARMED training: design and practice. in: Baraldi, C., Joslyn, E. and Farini, F. (ed.) Promoting Children's Rights in European Schools: Intercultural Dialogue and Facilitative Pedagogy London Bloomsbury. pp. 173-192
Chapter titleSHARMED training: design and practice
AuthorsScollan, A. and Joslyn, E.
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.

Research GroupCentre for Education Research and Scholarship (CERS)
Page range173-192
Book titlePromoting Children's Rights in European Schools: Intercultural Dialogue and Facilitative Pedagogy
EditorsBaraldi, C., Joslyn, E. and Farini, F.
PublisherBloomsbury
Place of publicationLondon
ISBN
Hardcover9781350217782
Electronic9781350217812
Electronic9781350217799
Electronic9781350217805
Publication dates
Online26 Nov 2021
Print02 Dec 2021
Publication process dates
Deposited18 Oct 2021
Submitted01 Jun 2021
Accepted01 Oct 2021
Output statusPublished
Accepted author manuscript
Copyright Statement

The full text is an accepted manuscript version, reproduced here with permission. The text is a non-final version of the chapter and is not to be cited. The final print version published by Bloomsbury is available via https://bloomsbury.com/9781350217782

Digital Object Identifier (DOI)https://doi.org/10.5040/9781350217812.ch-10
LanguageEnglish
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Children’s right, participation & self determination ‘space’
Scollan, A. 2014. Children’s right, participation & self determination ‘space’. Research Student Summer Conference at Middlesex University 2014.
Academic and vocational progression routes for early years practitioners working towards 'Early Years Professional Status' (EYPS).
Scollan, A. 2009. Academic and vocational progression routes for early years practitioners working towards 'Early Years Professional Status' (EYPS). Extended Services and Early Years Conference. London Borough of Sutton
'Community of practice'. Practice based research in organisations, communities of practice and stakeholders in educational and other professional settings
Scollan, A. 2013. 'Community of practice'. Practice based research in organisations, communities of practice and stakeholders in educational and other professional settings. Community of Practice Poster Conference. Middlesex University
A reflection to identify and develop professional skills of early years practitioners advocating children's rights within their practice
Scollan, A. 2013. A reflection to identify and develop professional skills of early years practitioners advocating children's rights within their practice. 23rd EECERA Conference: Values, Culture & Contexts. Tallin University, Estonia Aug 2013
Knowledge transfer and continuous professional development - complexities & challenges
Scollan, A. and Allen, S. 2014. Knowledge transfer and continuous professional development - complexities & challenges. Middlesex University Conference 2014. London
Professional training in the early years sector: managing the complexities of policy and practice
Scollan, A. and Allen, S. 2014. Professional training in the early years sector: managing the complexities of policy and practice. International Conference: A Child's World – Next Steps. Aberystwyth University, Aberystwyth, Wales, UK 25 - 27 Jun 2014
Exploring professionals' perceptions of effective provision for two year old children in England
Scollan, A. and Allen, S. 2014. Exploring professionals' perceptions of effective provision for two year old children in England. 24th European Early Childhood Education Research Association (EECERA) Conference - ‘Us, Them & Me: Universal, Targeted or Individuated Early Childhood Programmes'. Crete, Greece
Supporting early years practitioners to manage the complexities of policy change
Allen, S. and Scollan, A. 2013. Supporting early years practitioners to manage the complexities of policy change. University of Chichester Learning and Teaching Conference 2013. Chichester, UK 11 Jun 2013
Investigating the experiences of early years practitioners to manage the complexities of policy change in times of economic recession
Allen, S. and Scollan, A. 2013. Investigating the experiences of early years practitioners to manage the complexities of policy change in times of economic recession. 23rd EECERA Conference: Values, Cultures & Contexts. Tallin University, Estonia 28 - 31 Aug 2013