ABSTRACT
As described in Chapter 2, the role of facilitator was conceived from the planning stage of the research to be central in shaping the extent and quality of teachers’ engagement. We believed facilitation would make it possible to create and sustain momentum in a project in busy day-today school contexts; it could also deepen the level at which teachers responded to what they were finding. We imagined that facilitation would constitute a substantial part of the answer to our second research question about the features of practice, organisation and external support which can enhance the factors leading to teacher engagement.
