Abstract
Explored in this chapter is the group’s decision to continue their collaboration after the major grant funding ended, taking up the name of Portfolio Group in recognition of the group’s origins. The Portfolio Group’s continued efforts to collaborate in presentations beyond school-based funding are detailed. Collaborative teacher action research aimed at improving teaching and learning are examined. Also explored is the shift in teacher identity as the Portfolio Group came to see themselves as researchers and as teacher experts.
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Craig, C.J., Curtis, G.A., Kelley, M., Martindell, P.T., Pérez, M.M. (2020). Becoming Teacher Researchers (2004–2009). In: Knowledge Communities in Teacher Education . Palgrave Studies on Leadership and Learning in Teacher Education. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-54670-0_5
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