Search results for: Burns Thomas Anne

The paper describes two groups of new teachers who experienced the inquiry-based programs of support in which they participated as silencing and uncritical.In each study, the new teachers worked to reclaim voice and agency through dialectic inquiry. The authors characterize this inquiry as local, self-reflexive, and able to embrace the tensions that mark many teaching situations. Given the nature of teaching as a profession, the authors argue that dialectic inquiry can help new teachers develop important attributes of agency and critique.