Expanding the description of facilitators of adult learning : workplace facilitator teaching styles, theories of action, and perspectives of teaching

; therefore, there is a disconnect between what facilitators say they do and what they actually do, or at minimum what they are perceived to do. Facilitators may espouse learner-centered approaches, "yet there is little concrete evidence that [they] implement [their] beliefs or practice what [they] preach" (Flynn, 1999, p. 10). Clow concluded in the review of the literature for her study related to congruence between adult learning facilitator professed acceptance of the collaborative teaching mode and learner perception of facilitator employment of collaborative mode, that the two perceptions were not congruent. Clow surmised that ―teachers‘ estimates and their actual behavior are discrepant‖ (Clow, 1986, p. 24). And Hook and Rosenshine concluded in their review of the literature that ―there appears to be an obvious discrepancy between what teachers believe to be happening in their...classes and what they actually do in practice‖ (1979, p. 5). Therefore, while few teachers profess a perspective that is very similar to the teacher-centered style, they seem to espouse that they behave in very teacher-centered ways. In addition, teachers are more often labeled by their students as being teachercentered (Clow, 1986). This might be evidence of a mismatch between what facilitators