The Story Before the Story: The Pathway to Knowledge Communities and the Portfolio Group
This chapter presents Cheryl Craig’s (Curriculum Inquiry 25(2): 151–175, 1995c; Teachers’ professional knowledge landscapes. Teachers College Press, New York, NY, pp. 137–141, 1995d) concept of knowledge communities and explores the ways in which knowledg
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nowledge Communities in Teacher Education Sustaining Collaborative Work Cheryl J. Craig · Gayle A. Curtis · Michaelann Kelley · P. Tim Martindell · M. Michael Pérez
Palgrave Studies on Leadership and Learning in Teacher Education
Series Editors Maria Assunção Flores Institute of Education University of Minho Braga, Portugal Thuwayba Al Barwani College of Education Sultan Qaboos University Al Khod, Muscat, Oman
The series focuses on original and research informed writing related to teachers and leaders’ work as it addresses teacher education in the 21st century. The editors of this series adopt a more comprehensive definition of Teacher Education to include pre-service, induction and continuing professional development of the teacher. The contributions will deal with the challenges and opportunities of learning and leading in teacher education in a globalized era. It includes the dimensions of practice, policy, research and university school partnership. The distinctiveness of this book series lies in the comprehensive and interconnected ways in which learning and leading in teacher education are understood. In the face of global challenges and local contexts it is important to address leadership and learning in teacher education as it relates to different levels of education as well as opportunities for teacher candidates, teacher educators education leaders and other stakeholders to learn and develop. The book series draws upon a wide range of methodological approaches and epistemological stances and covers topics including teacher education, professionalism, leadership and teacher identity.
More information about this series at http://www.palgrave.com/gp/series/16190
Cheryl J. Craig · Gayle A. Curtis · Michaelann Kelley · P. Tim Martindell · M. Michael Pérez
Knowledge Communities in Teacher Education Sustaining Collaborative Work
Cheryl J. Craig Department of Teaching, Learning, and Culture Texas A&M University College Station, TX, USA
Gayle A. Curtis Department of Teaching, Learning, and Culture Texas A&M University College Station, TX, USA
Michaelann Kelley Mount St. Joseph University Cincinnati, OH, USA
P. Tim Martindell Department of Urban Education University of Houston - Downtown Houston, TX, USA
M. Michael Pérez Houston Independent School District Houston, TX, USA
ISSN 2524-7069 ISSN 2524-7077 (electronic) Palgrave Studies on Leadership and Learning in Teacher Education ISBN 978-3-030-54669-4 ISBN 978-3-030-54670-0 (eBook) https://doi.org/10.1007/978-3-030-54670-0 © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2020 This work is subject to copyright. All rights are solely and exclusively licensed by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by simila
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