ERIC Number: EJ816312
Record Type: Journal
Publication Date: 2007-Dec
Abstractor: As Provided
Reference Count: 41
Illuminating Qualities of Knowledge Communities in a Portfolio-Making Context
Craig, Cheryl J.
Teachers and Teaching: Theory and Practice, v13 n6 p617-636 Dec 2007
This article connects teachers' experiences of reflective school portfolio development to the idea of teachers' knowledge communities, the different groups and individuals with whom teachers negotiate meaning for their stories of experience, lived and told, and re-lived and re-told, over time. The reflective analysis makes the case that the development of a dynamic knowledge community among teachers is foundational to the successful reflective school portfolio-making experience. Critically important links between these two phenomena are established by laying texts from school portfolio development meetings alongside the qualities that distinguish teachers' knowledge communities. In the end result, the research presents a fine-grained account of teachers actively working in a group situation, contributing to their individual and collective professional development. As such, this article adds to the teacher development and reflective portfolio literatures.
Descriptors: Portfolios (Background Materials), Portfolio Assessment, Communities of Practice, Teaching Experience, Group Dynamics, Reflection, Transformative Learning, Professional Development, Knowledge Base for Teaching, Social Psychology, Network Analysis, Minimum Competencies, Theory Practice Relationship
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Adult Education
Authoring Institution: N/A