Professional learning for 'teacher engagers', facilitators and co-learners and building skills for changing teacher work roles within significantly innovative schooling contexts

Thesis statement: Professional learning within highly innovative educational contexts and focused on school-based teacher professional learning communities (PLCs) is increasingly being utilised in supporting teachers in refining their skills as facilitators and co-learners with their students. While various researchers (Bolam et al, 2005; Coburg & Russell, 2008; Scott et al, 2011) outline the characteristics of teacher PLCs, there is a gap in the research about the specific learning experiences and processes involved in building relevant skills such as effective facilitation, constructive questioning, constructing assessment rubrics and using gaming and other ICT within curriculum planning processes. The current research focuses on teacher specific learning experiences and skill-building processes relevant to significantly innovative schooling contexts.