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Annals, Chronicles, and Narratives of Collaborative Professional Growth: An Examination of a Longstanding Knowledge Community

Annals, Chronicles, and Narratives of Collaborative Professional Growth: An Examination of a Longstanding Knowledge Community

Michaelann Kelley, Gayle A. Curtis, Cheryl J. Craig
Copyright: © 2024 |Pages: 23
ISBN13: 9781668472705|ISBN10: 1668472708|ISBN13 Softcover: 9781668472743|EISBN13: 9781668472712
DOI: 10.4018/978-1-6684-7270-5.ch002
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MLA

Kelley, Michaelann, et al. "Annals, Chronicles, and Narratives of Collaborative Professional Growth: An Examination of a Longstanding Knowledge Community." Exploring Meaningful and Sustainable Intentional Learning Communities for P-20 Educators, edited by Susan R. Adams and Angela Breidenstein, IGI Global, 2024, pp. 27-49. https://doi.org/10.4018/978-1-6684-7270-5.ch002

APA

Kelley, M., Curtis, G. A., & Craig, C. J. (2024). Annals, Chronicles, and Narratives of Collaborative Professional Growth: An Examination of a Longstanding Knowledge Community. In S. Adams & A. Breidenstein (Eds.), Exploring Meaningful and Sustainable Intentional Learning Communities for P-20 Educators (pp. 27-49). IGI Global. https://doi.org/10.4018/978-1-6684-7270-5.ch002

Chicago

Kelley, Michaelann, Gayle A. Curtis, and Cheryl J. Craig. "Annals, Chronicles, and Narratives of Collaborative Professional Growth: An Examination of a Longstanding Knowledge Community." In Exploring Meaningful and Sustainable Intentional Learning Communities for P-20 Educators, edited by Susan R. Adams and Angela Breidenstein, 27-49. Hershey, PA: IGI Global, 2024. https://doi.org/10.4018/978-1-6684-7270-5.ch002

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Abstract

This chapter examines how interactions within an educator group contributed to their organic evolution into a knowledge community that enhanced members' professional growth and provided support systems to sustain educators in the field for 25+ years. White's concept of annals, chronicles, and narratives is employed as an analytical lens through which to examine the interactions over time of the portfolio group. Exemplars highlight how stories shared and shared stories, critical friendship, and a centerpoint of practice were at the center of the group's interactions and key to sustaining the group. The chapter also illuminates the nurturing spaces at the heart of the framework in which teachers thrive, grow professionally, and live their best-loved selves.

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