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Knowledge communities in teacher edu...

Craig, Cheryl J.

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Knowledge communities in teacher education = sustaining collaborative work /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Knowledge communities in teacher education/ by Cheryl J. Craig ... [et al.].
其他題名:	sustaining collaborative work /
其他作者:	Craig, Cheryl J.
出版者:	Cham :Springer International Publishing : : 2020.,
面頁冊數:	xxv, 252 p. :ill., digital ;24 cm.
內容註:	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.
Contained By:	Springer Nature eBook
標題:	Teachers - Training of. -
電子資源:	https://doi.org/10.1007/978-3-030-54670-0
ISBN:	9783030546700

Knowledge communities in teacher education = sustaining 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

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

521129
Teachers
--Training of.

LC Class. No.: LB1707

Dewey Class. No.: 370.711

Knowledge communities in teacher education = sustaining collaborative work /
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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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