What teachers come to know through school portfolio development Academic Article uri icon

abstract

  • 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. 2003 Elsevier Ltd. All rights reserved.

published proceedings

  • Teaching and Teacher Education

author list (cited authors)

  • Craig, C. J.

citation count

  • 16

complete list of authors

  • Craig, Cheryl J

publication date

  • November 2003