Knowledge Communities in Teacher Education: Sustaining Collaborative Work

ISBN-13: 9783030546724 / Angielski / Miękka / 2021 / 280 str.

Cheryl J. Craig; Gayle A. Curtis; Michaelann Kelley

Spis treści

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

O autorze

Cheryl J. Craig is Professor and the Houston Endowment Endowed Chair of Urban Education in the Department of Teaching, Learning, and Culture at Texas A&M University, USA.

Gayle A. Curtis has worked primarily in the Greater Houston Area, USA in urban schools serving mostly students of color with low-socioeconomic backgrounds. 

Michaelann Kelley is Assistant Professor at Mount St. Joseph University, USA, and former Director of Visual Arts and teacher in Aldine Independent School District, USA.  

P. Tim Martindell teaches high school English language arts at The Village School and undergraduate/graduate literacy courses at the University of Houston-Downtown, USA. 

M. Michael Pérez is a middle school science teacher in the Houston Independent School District, USA, who has taught at two different urban schools for 25 years.

Blurb

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.