Learning from the National Board Portfolio Process: What Teachers Discovered about Literacy Teaching and Learning

Using a communities-of-practice framework, this qualitative study investigated what eight teachers learned about literacy teaching and learning through participation in the National Board for Professional Teaching Standards certification process. This article presents two selected teacher cases whic...

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Bibliographic Details
Published in:The New educator 2006-09, Vol.2 (3), p.227-246
Main Authors: Place, Nancy A., Coskie, Tracy L.
Format: Article
Language:English
Subjects:
Communities of Practice
Literacy
Literacy Education
National Standards
Teacher Certification
Teachers
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Summary:Using a communities-of-practice framework, this qualitative study investigated what eight teachers learned about literacy teaching and learning through participation in the National Board for Professional Teaching Standards certification process. This article presents two selected teacher cases which suggest that the National Board process created a "perturbation" in the teachers' practice that helped them develop new ways of thinking and speaking about it. The level of participation in a National Board support group made a difference in the ways in which these teachers changed their conceptions of their work.
ISSN:1547-688X
1549-9243
DOI:10.1080/15476880500486228