Living Ethically in the Classroom: Enacting and Sustaining Inquiry

Auteurs-es

  • Jo Towers

DOI :

https://doi.org/10.11575/jet.v42i3.52428

Résumé

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.

Publié-e

2018-05-17

Numéro

Rubrique

Articles