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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.
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.
The international collection of essays contained in this volume
offer a comprehensive look at how small groups are being employed
in the field of education today and the purposes for which they are
being used. Where teaching is concerned, readers of this volume
come to know how teachers experience professional development in
book clubs, Critical Friends Groups, and teacher research groups
and how action research has been used by teachers in a particular
curriculum reform project. Where teacher education is concerned,
readers are afforded an insider view of what is happening in
various cohorts and other small group configurations throughout the
nation and the world, particularly with respect to diversity.
Finally, readers catch a glimpse of what is occurring in higher
education and how professors learn to be teacher educators,
contributing members of the academy, and collaborative colleagues
in their efforts to support and enhance student learning along the
educational continuum.
The international collection of essays contained in this volume
offer a comprehensive look at how small groups are being employed
in the field of education today and the purposes for which they are
being used. Where teaching is concerned, readers of this volume
come to know how teachers experience professional development in
book clubs, Critical Friends Groups, and teacher research groups
and how action research has been used by teachers in a particular
curriculum reform project. Where teacher education is concerned,
readers are afforded an insider view of what is happening in
various cohorts and other small group configurations throughout the
nation and the world, particularly with respect to diversity.
Finally, readers catch a glimpse of what is occurring in higher
education and how professors learn to be teacher educators,
contributing members of the academy, and collaborative colleagues
in their efforts to support and enhance student learning along the
educational continuum.
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