Abstract
This chapter presents Cheryl Craig’s (Curriculum Inquiry 25(2): 151–175, 1995c; Teachers’ professional knowledge landscapes. Teachers College Press, New York, NY, pp. 137–141, 1995d) concept of knowledge communities and explores the ways in which knowledge communities support continued teacher growth and development. It also establishes the background for the formation of the Portfolio Group during the Annenberg school reform era in Houston. Teacher reflective practice is elaborated and connected to research by Schön (The reflective practitioner: How professionals think in action. Basic Books, New York, NY, 1983; The reflective turn: Case studies in and on educational practice. Teachers College Press, New York, NY, 1991; Change: The Magazine of Higher Learning 27(6): 27–34, 1995), Dewey (1908; Experience and education. Basic Books, New York, NY, 1938), Schwab (The School Review 78(1): 1–23, 1969; Science, curriculum, and liberal education: Selected essays. University of Chicago Press, Chicago, IL, pp. 332–364, 1971; The School Review 81(4): 501–522, 1973; Curriculum Inquiry 13(3): 239–265, 1983), and Jackson (Life in classrooms. Holt, Rinehart and Winston, New York, NY, 1968). Examples are given of various knowledge communities and differences made between knowledge communities (Craig in Curriculum Inquiry 25(2): 151–175, 1995c; Teachers’ professional knowledge landscapes. Teachers College Press, New York, NY, pp. 137–141, 1995d) and other versions of professional learning communities (e.g., DuFour and Eaker in Professional learning communities at work: Best practices for enhancing student achievement. Solution Tree Press, Bloomington, IN, 1998).
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Craig, C.J., Curtis, G.A., Kelley, M., Martindell, P.T., Pérez, M.M. (2020). The Story Before the Story: The Pathway to Knowledge Communities and the Portfolio Group. In: Knowledge Communities in Teacher Education . Palgrave Studies on Leadership and Learning in Teacher Education. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-54670-0_2
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