Affiliation:
1. Mount St. Joseph University, USA
2. Texas A&M University, USA
Abstract
This chapter examines how interactions within an educator group contributed to their organic evolution into a knowledge community that enhanced members' professional growth and provided support systems to sustain educators in the field for 25+ years. White's concept of annals, chronicles, and narratives is employed as an analytical lens through which to examine the interactions over time of the portfolio group. Exemplars highlight how stories shared and shared stories, critical friendship, and a centerpoint of practice were at the center of the group's interactions and key to sustaining the group. The chapter also illuminates the nurturing spaces at the heart of the framework in which teachers thrive, grow professionally, and live their best-loved selves.
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