What teachers come to know through school portfolio development Academic Article

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.

authors

• Craig, Cheryl

published proceedings

• TEACHING AND TEACHER EDUCATION

author list (cited authors)

• Craig, C. J.

citation count

• 16

complete list of authors

• Craig, CJ

publication date

• January 2003

publisher

• Elsevier  Publisher

published in

• Teaching and Teacher Education : An International Journal of Research and Studies  Journal

keywords

• Collaborative Inquiry
• Reflection
• School Portfolios
• School Reform
• Teachers' Knowledge

Digital Object Identifier (DOI)

• 10.1016/j.tate.2003.06.004

start page

• 815

end page

• 827

volume

• 19

issue

• 8

URL

• http://dx.doi.org/10.1016/j.tate.2003.06.004