School portfolio development - A teacher knowledge approach
Academic Article
Overview
Research
Identity
Additional Document Info
Other
View All
Overview
abstract
This article features a teacher knowledge approach to school portfolio development that was used with teachers on five campuses involved in a major national reform movement. The narrative method shows how teacher knowledge is made public and shared through school portfolio making. Particular emphasis is placed on the connections between and among reflection and action relating to individual, collective, and school change.
