Abstract
In this chapter, the long-range impact of formal professional development and engagement as critical friends are detailed. The theoretical foundations of the Critical Friends Group® concept are explained. Stories of learning to be critical friends are shared, evidence of Critical Friends Group® work in our practice is explored, and our Critical Friends Group® interactions, use of CFG® repertoires, and cultivation of reflective practices are illuminated. We end the chapter with thoughts on sustaining critical friendship in teacher/teacher educator collaborative groups.
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Craig, C.J., Curtis, G.A., Kelley, M., Martindell, P.T., Pérez, M.M. (2020). Becoming and Sustaining Critical Friends (1998–Present). 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_4
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