Knowledge Communities in Teacher Education
Sustaining Collaborative Work
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Beschreibung
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.
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.
Recounts the history of a two decade long teacher/teacher educator group that has both learned and led Chapters demonstrate teacher learning through interaction, collaboration, leading, and varied forms of inquiry Addresses member shifts into different leadership roles and shifting teacher identity over time Contributes to a better understanding teacher growth over time and development into teacher educators and leaders
Autor*in
Cheryl J. Craig
Themen in »Knowledge Communities in Teacher Education«
teacher educator professional development leading and learning Portfolio group Aldine Independent School District Houston Independent School District
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“This book takes us through a rich and compelling journey and critique of how a school-based knowledge community of teachers develops over time. A ‘must read’ for teacher educators and educational researchers who search to gain an insider perspective on the complex and multifaceted process of creating and sustaining a cross-institutional knowledge community. “
—Lily Orland-Barak, Professor of Education, The University of Haifa, Israel
“This book is a treasure for those supporting intellectual knowledge generation and communication in school-based/cross-institutional settings. There is no knowledge community equivalent for practical content, theoretical significance, and duration.”
—F. Michael Connelly, Professor Emeritus, University of Toronto, Canada
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