Education
Becoming a teacher who takes an inquiry stance
Abstract
The poster explores the ways in which preservice teachers engage with the complexity of learning how to teach. Framed in Cochran-Smith and Lytle 's (2001; 2009) construction of inquiry as stance, we explore the ways in which preservice teachers make moves to resolve and simplify, use procedures to inquire into their teaching, and grapple with complexity, moving in an out of inquiry spaces in many areas of their practice.
This paper has been withdrawn.
