TY - BOOK ID - 65497551 TI - Knowledge communities in teacher education : sustaining collaborative work PY - 2020 SN - 3030546705 3030546691 PB - Cham : Palgrave Macmillan, DB - UniCat KW - Teaching. KW - Curriculums (Courses of study). KW - Education—Curricula. KW - Education. KW - Teaching and Teacher Education. KW - Curriculum Studies. KW - Education, general. KW - Children KW - Education, Primitive KW - Education of children KW - Human resource development KW - Instruction KW - Pedagogy KW - Schooling KW - Students KW - Youth KW - Civilization KW - Learning and scholarship KW - Mental discipline KW - Schools KW - Teaching KW - Training KW - Core curriculum KW - Courses of study KW - Curricula (Courses of study) KW - Curriculums (Courses of study) KW - Study, Courses of KW - Instructional systems KW - Didactics KW - School teaching KW - Schoolteaching KW - Education KW - Pedagogical content knowledge KW - Curricula KW - Teachers KW - Teaching teams. KW - International education. KW - Training of. KW - Global education KW - Intellectual cooperation KW - Internationalism KW - Co-teaching KW - Collaborative teaching KW - Cooperative teaching KW - Coteaching KW - Instructional teams KW - Rotation plans (Teaching) KW - Team teaching KW - Teacher education KW - Teacher training KW - Teachers, Training of UR - https://www.unicat.be/uniCat?func=search&query=sysid:65497551 AB - This book traces the origins and activities of the longest-standing collaborative teacher group in education, the Portfolio Group. Each chapter documents, historically and conceptually, the main intellectual moments in the evolution of the idea of knowledge communities. Authors illuminate the expansive work, research, and the leading/learning influence that the Portfolio Group has had in the local education community as well as on the international education landscape. In doing so, they illustrate the journey of a school-based, cross-institutional knowledge community and provide the proverbial light at the end of the tunnel for so many novice and newly formed groups seeking sustainability. The book demonstrates through the shared experiences of five teachers/teacher educators the ways in which varied collaborations aimed at professional development lead to teacher growth in practice, leadership, and career. ER -