Living Ethically in the Classroom: Enacting and Sustaining Inquiry
DOI:
https://doi.org/10.11575/jet.v42i3.52428Abstract
This article draws on interviews with several recent graduates of an inquiry-based initial teacher education programme, and on video data collected in their K-6 classrooms, to explore the extent to which these new teachers were able to enact inquirybased teaching approaches and to consider the kinds of structures necessary to sustain such practices in today's schools.
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