ERIC Number: EJ779175
Record Type: Journal
Publication Date: 2003-Nov
Reference Count: 0
What Teachers Come to Know through School Portfolio Development
Craig, Cheryl J.
Teaching and Teacher Education: An International Journal of Research and Studies, v19 n8 p815-827 Nov 2003
This article distills what teachers at six diverse, urban schools came to know as a consequence of engaging in school portfolio development from a teacher knowledge perspective. Grounded in a narrative method and form, the work highlights the asking of hard questions, the concept of powerful learning, the idea of high quality professional development, the layered nature of knowledge, the aesthetic qualities of knowing and the limitations of what reflective school portfolios can and cannot do.
Descriptors: Portfolios (Background Materials), Urban Schools, Professional Development, Elementary Secondary Education, Educational Change, Educational Improvement, Learning Processes, Change Strategies, Educational Strategies, Teachers
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Authoring Institution: N/A