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Knowledge communities in teacher edu...

Craig, Cheryl J.

Knowledge communities in teacher educationsustaining collaborative work /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Knowledge communities in teacher educationby Cheryl J. Craig ... [et al.].
Reminder of title:	sustaining collaborative work /
other author:	Craig, Cheryl J.
Published:	Cham :Springer International Publishing :2020.
Description:	xxv, 252 p. :ill., digital ;24 cm.
Contained By:	Springer Nature eBook
Subject:	TeachersTraining of.
Online resource:	https://doi.org/10.1007/978-3-030-54670-0
ISBN:	9783030546700$q(electronic bk.)

Knowledge communities in teacher educationsustaining collaborative work /
Knowledge communities in teacher educationsustaining collaborative work /[electronic resource] :by Cheryl J. Craig ... [et al.]. - Cham :Springer International Publishing :2020. - xxv, 252 p. :ill., digital ;24 cm. - Palgrave studies on leadership and learning in teacher education,2524-7069. - Palgrave studies on leadership and learning in teacher education..

1. Introducing the Portfolio Group (1998-present) -- 2. The Story before the Story: The Pathway to Knowledge Communities and the Portfolio Group -- 3. Evidencing School Reform through School Portfolios (1998-2002) -- 4. Becoming and Sustaining Critical Friends (1998-present) -- 5. Becoming Teacher Researchers (2004-2009) -- 6. Becoming Narrative Inquirers (2003-2013) -- 7. Traveling Journals as Inquiry and Professional Development (2004-2006) -- 8. Engaging in Self-study Research (2011-present) -- 9. Negotiating Career Pathway Challenges (1998-present) -- 10. Relationships, Cross-Pollination, and Extended Collaborations (2002-present) -- 11. The Portfolio Group's Legacy.

This book traces the origins and activities of the longest-standing collaborative teacher group in education, the Portfolio Group. Each chapter documents, historically and conceptually, the main intellectual moments in the evolution of the idea of knowledge communities. Authors illuminate the expansive work, research, and the leading/learning influence that the Portfolio Group has had in the local education community as well as on the international education landscape. In doing so, they illustrate the journey of a school-based, cross-institutional knowledge community and provide the proverbial light at the end of the tunnel for so many novice and newly formed groups seeking sustainability. The book demonstrates through the shared experiences of five teachers/teacher educators the ways in which varied collaborations aimed at professional development lead to teacher growth in practice, leadership, and career.

ISBN: 9783030546700$q(electronic bk.)

Standard No.: 10.1007/978-3-030-54670-0doiSubjects--Topical Terms:

278143
Teachers
--Training of.

LC Class. No.: LB1707

Dewey Class. No.: 370.711

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505 0 $a 1. Introducing the Portfolio Group (1998-present) -- 2. The Story before the Story: The Pathway to Knowledge Communities and the Portfolio Group -- 3. Evidencing School Reform through School Portfolios (1998-2002) -- 4. Becoming and Sustaining Critical Friends (1998-present) -- 5. Becoming Teacher Researchers (2004-2009) -- 6. Becoming Narrative Inquirers (2003-2013) -- 7. Traveling Journals as Inquiry and Professional Development (2004-2006) -- 8. Engaging in Self-study Research (2011-present) -- 9. Negotiating Career Pathway Challenges (1998-present) -- 10. Relationships, Cross-Pollination, and Extended Collaborations (2002-present) -- 11. The Portfolio Group's Legacy.
520 $a This book traces the origins and activities of the longest-standing collaborative teacher group in education, the Portfolio Group. Each chapter documents, historically and conceptually, the main intellectual moments in the evolution of the idea of knowledge communities. Authors illuminate the expansive work, research, and the leading/learning influence that the Portfolio Group has had in the local education community as well as on the international education landscape. In doing so, they illustrate the journey of a school-based, cross-institutional knowledge community and provide the proverbial light at the end of the tunnel for so many novice and newly formed groups seeking sustainability. The book demonstrates through the shared experiences of five teachers/teacher educators the ways in which varied collaborations aimed at professional development lead to teacher growth in practice, leadership, and career.
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