Abstract
This article features a teacher knowledge approach to school portfolio development that was used with teachers on five campuses involved in a major national reform movement. The narrative method shows how teacher knowledge is made public and shared through school portfolio making. Particular emphasis is placed on the connections between and among reflection and action relating to individual, collective, and school change.
Cited by
22 articles.
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1. Annals, Chronicles, and Narratives of Collaborative Professional Growth;Advances in Educational Marketing, Administration, and Leadership;2023-11-13
2. Evidencing School Reform Through School Portfolios (1998–2002);Knowledge Communities in Teacher Education;2020
3. The Portfolio Group’s Legacy;Knowledge Communities in Teacher Education;2020
4. Introducing the Portfolio Group (1998–Present);Knowledge Communities in Teacher Education;2020
5. Faculty Academy: A New Version of an Established Concept of Collaboration;Cross-Disciplinary, Cross-Institutional Collaboration in Teacher Education;2020