Overview
- 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
Part of the book series: Palgrave Studies on Leadership and Learning in Teacher Education (PSLLTE)
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Table of contents (11 chapters)
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Front Matter
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Back Matter
Keywords
About this book
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.
Reviews
“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
Authors and Affiliations
About the authors
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.
Bibliographic Information
Book Title: Knowledge Communities in Teacher Education
Book Subtitle: Sustaining Collaborative Work
Authors: Cheryl J. Craig, Gayle A. Curtis, Michaelann Kelley, P. Tim Martindell, M. Michael Pérez
Series Title: Palgrave Studies on Leadership and Learning in Teacher Education
DOI: https://doi.org/10.1007/978-3-030-54670-0
Publisher: Palgrave Macmillan Cham
eBook Packages: Education, Education (R0)
Copyright Information: The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2020
Hardcover ISBN: 978-3-030-54669-4Published: 02 September 2020
Softcover ISBN: 978-3-030-54672-4Published: 02 September 2021
eBook ISBN: 978-3-030-54670-0Published: 01 September 2020
Series ISSN: 2524-7069
Series E-ISSN: 2524-7077
Edition Number: 1
Number of Pages: XXV, 252
Number of Illustrations: 4 b/w illustrations, 5 illustrations in colour
Topics: Teaching and Teacher Education, Curriculum Studies, Education, general