Intercultural Teaching Process Recall is a collaborative approach to reflection, based on extracts from videos of participants’ own teaching. The discussion of these video clips is guided and supported by facilitators.
This case study aims to offer advice to academic developers who wish to implement such collaborative reflection. This is done by examining relevant literature on facilitation, facilitators’ personal reflections on their approaches, and empirical evidence of facilitators’ contributions and their impact on the discussion. During intercultural Teaching Process Recall sessions, facilitators did not only coordinate the process, but also challenged interpretations and proposed alternatives, explored participants’ thoughts and feelings, and identified good practice as well as alternative teaching strategies. Individuals took differing approaches to facilitation, and their contributions were often motivated by a desire to enhance the depth of reflection. Overall, the case study highlights the multiple roles and identities of the facilitator, the need to be aware of the choice available and of their potential impact on the reflective dialogue.