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Titlebook: Knowledge Communities in Teacher Education; Sustaining Collabora Cheryl J. Craig,Gayle A. Curtis,M. Michael Pérez Book 2020 The Editor(s) (

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發(fā)表于 2025-3-21 18:28:35 | 只看該作者 |倒序瀏覽 |閱讀模式
書目名稱Knowledge Communities in Teacher Education
副標(biāo)題Sustaining Collabora
編輯Cheryl J. Craig,Gayle A. Curtis,M. Michael Pérez
視頻videohttp://file.papertrans.cn/544/543844/543844.mp4
概述Recounts the history of a two decade long teacher/teacher educator group that has both learned and led.Chapters demonstrate teacher learning through interaction, collaboration, leading, and varied for
叢書名稱Palgrave Studies on Leadership and Learning in Teacher Education
圖書封面Titlebook: Knowledge Communities in Teacher Education; Sustaining Collabora Cheryl J. Craig,Gayle A. Curtis,M. Michael Pérez Book 2020 The Editor(s) (
描述.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..
出版日期Book 2020
關(guān)鍵詞teacher educator; professional development; leading and learning; Portfolio group; Aldine Independent Sc
版次1
doihttps://doi.org/10.1007/978-3-030-54670-0
isbn_softcover978-3-030-54672-4
isbn_ebook978-3-030-54670-0Series ISSN 2524-7069 Series E-ISSN 2524-7077
issn_series 2524-7069
copyrightThe Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerl
The information of publication is updating

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發(fā)表于 2025-3-21 23:14:06 | 只看該作者
Palgrave Studies on Leadership and Learning in Teacher Educationhttp://image.papertrans.cn/k/image/543844.jpg
板凳
發(fā)表于 2025-3-22 03:21:15 | 只看該作者
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發(fā)表于 2025-3-22 05:05:07 | 只看該作者
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發(fā)表于 2025-3-22 10:10:05 | 只看該作者
https://doi.org/10.1007/978-3-030-54670-0teacher educator; professional development; leading and learning; Portfolio group; Aldine Independent Sc
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發(fā)表于 2025-3-22 14:43:24 | 只看該作者
,Introducing the Portfolio Group (1998–Present),or within the context of a $60 million dollar school reform project in the fourth largest urban center in the United States. The relationships evolved and matured into an informal knowledge community of peers co-examining their work. The volume’s introduction begins with a brief overview of the Port
7#
發(fā)表于 2025-3-22 19:49:50 | 只看該作者
The Story Before the Story: The Pathway to Knowledge Communities and the Portfolio Group,nities and explores the ways in which knowledge communities support continued teacher growth and development. It also establishes the background for the formation of the Portfolio Group during the Annenberg school reform era in Houston. Teacher reflective practice is elaborated and connected to rese
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發(fā)表于 2025-3-23 00:15:16 | 只看該作者
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發(fā)表于 2025-3-23 01:48:16 | 只看該作者
,Becoming and Sustaining Critical Friends (1998–Present), 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 illum
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發(fā)表于 2025-3-23 05:49:20 | 只看該作者
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