Abstract
For several years, the Portfolio Group employed Traveling Journals as an inquiry method into education issues and individual practice and as a tool for continued professional development. Grounded in the literature on reflective practice (Schön in 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): 26–34, 1995), this chapter describes how the Traveling Journals came about and evolved, emphasizing their reflective and informative nature. Related stories reveal that not all of the group connected with the notion of Traveling Journals, preferring instead to maintain private journals, whereas some continued both practices.
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Craig, C.J., Curtis, G.A., Kelley, M., Martindell, P.T., Pérez, M.M. (2020). Traveling Journals as Inquiry and Professional Development (2004–2006). 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_7
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