Knowledge Communities in Teacher Education

Craig, Cheryl J.; Curtis, Gayle A.; Kelley, Michaelann; Martindell, P. Tim; Pérez, M. Michael

doi:10.1007/978-3-030-54670-0

Cited by 18 publications

(4 citation statements)

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“…In scientific inquiry, practitioners share their work and communicate through peer review to decide on the validity of the knowledge generated. Similarly in teacher inquiry, teachers are expected to collaborate with other teachers, engage in collaborative inquiry projects, and contribute to knowledge communities (Craig et al, 2020).…”

Section: Inquiry In Scientific Enterprisementioning

confidence: 99%

Toward Inquiry and Problem Posing in Teacher Education

Yalvac,

Craig,

Hill-Jackson

et al. 2023

Journal of Teacher Education

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Section: Inquiry In Scientific Enterprisementioning

confidence: 99%

Toward Inquiry and Problem Posing in Teacher Education

Yalvac,

Craig,

Hill-Jackson

et al. 2023

Journal of Teacher Education

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“…After many years in public education-first as a bilingual teacher, then program coordinator, then school administrator, a deteriorating work environment, politically-charged system, and the accumulation of a series of "spoken/unspoken broken promises" (Craig et al, 2020;Kelley et al, 2021) became Gayle's "story of leaving" (Craig, 2014). While transitioning into "retirement, " her passion for teaching and learning led her to fulfill a long-term dream of obtaining her doctorate in education.…”

Section: Recent Career Experiencementioning

confidence: 99%

Examining gender issues in education: exploring confounding experiences on three female educators’ professional knowledge landscapes

2023

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Business sources report that it will take 124 years for females to achieve parity in the workforce. Parity relates to compensation but also includes working conditions. The latter topic is taken up in this article using narrative inquiry as our method of investigation. Narrative inquiry—inquiring into narratives—employs three research tools: broadening, burrowing and storying/re-storying. To these tools, fictionalization, a fourth tool, is added. This is because the interwoven cases involve easily identifiable others and precautions need to be taken. This article discusses gender matters lived and told, and re-lived and re-told, over the career continuum of three women who have worked in public school and university settings. As females, they periodically encountered situations where they were perceived, interpreted, and responded to differently than males. The article looks at early, mid, and recent career challenges experienced in the female educators’ places of work. This research using narrative methods looks backward, forward, inside, and out through processes of individual and group reflection. It begins with bio-sketches, which were prepared individually. After that, the aforementioned research tools are used to unpack early, middle, and current career happenings. Reflective unpacking of the three females’ experiences within a community of critical friendship allowed for greater understanding and meaning-making to occur. The underlying intent of this work is to understand the shaping forces of gender on women’s professional lives—not to name and shame those who got away with acting the ways in which they did. The significance of the work lies in its use of narrative exemplars that are transparent, have a ring of authenticity to them, and promote trustworthiness and relatability when shared with others.

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“…School reform grant award were the originating events in which our longstanding cross-school, cross-discipline knowledge community (Craig, 2007) was birthed in 1998 for the purposes of evidencing our work via school portfolios (Craig et al, 2020; see also Lyons, 1990Lyons, , 2010. Back then, we were mostly a group of teachers with one university professor, Cheryl Craig, our schools' Formative Evaluation Researcher spearheading the group.…”

Section: Introductionmentioning

confidence: 99%

Reflection through critical friendship: Promoting growth of teachers

et al. 2022

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This narrative inquiry draws on the longstanding collaborative work of the Portfolio Group (a cross-school, cross-institution teacher/teacher educator/researcher group) to explore the role of collaborative critical friendship in our group’s reflective practice and the influence on our individual growth as teachers/teacher educators/researchers. Narrative methods were employed, aided by a conceptual frame of reflection, critical friendship, and optimal experience. Results and discussion highlight how teacher practice is enhanced and strengthened when teachers come together as critical friends to share stories of experience, to examine experiential currents, undercurrents, and riptides (i.e., plotlines, dilemmas, contexts, interactions, politics, etc.), and to provide meaningful feedback that supports colleagues’ professional growth.

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Knowledge Communities in Teacher Education

Cited by 18 publications

References 0 publications

Toward Inquiry and Problem Posing in Teacher Education

Toward Inquiry and Problem Posing in Teacher Education

Examining gender issues in education: exploring confounding experiences on three female educators’ professional knowledge landscapes

Reflection through critical friendship: Promoting growth of teachers

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