Table 3 Three change themes with example supporting quote from case facilitator interview

Role change

 He originally believed his role was to draw on his expertise by sharing his own experience with the group. Later, he believed that his role should be to share his experience less frequently and draw on members’ ideas and experiences more often

“What I've learned is I've got to keep myself in check and make sure that I'm not dominating the conversation. Sometimes that means that even if I've got a great idea for the mystery tube, I actually don't get to share it”

Response Change

 He changed his practice by jumping-in to address issues raised less often, and withholding his own response more frequently, to encourage member sharing

“We kind of have to put ourselves, our teacher mode in check, because we so often, we've got things that we want to share and, ‘Oh yeah, I've seen this before and this is what I did, and this is how I solve that problem’… So, we've really gotta hold back on that as a facilitator […], we need to give everyone space to talk […] I'm more trying to get other people to talk about what it is that they've done”

Meeting content change

 He observed that initially the FOLC group discussions were more logistical in nature, whereas later the group members could engage in more pedagogical discussion. Consequently, he changed his practice to promote opportunities for pedagogical conversation

“Initially I think it was very nuts and bolts and logistical. […] There was discussion about pedagogy as well, but I think more so at the beginning than now we really paid attention to logistical things and details to help iron out. Now everyone who's in the project for the most part is pretty experienced with the curriculum. So that's less of an issue”