Published:
Sep. 01, 2012
Source: Teaching Education, Volume 23, Issue 4, 2012, pages 345-363
In this article, the authors explore inquiry through the efforts of one pre-service teacher, Toni, during her practicum experience in a secondary mathematics classroom.
The authors look at the ways in which she negotiates her practice amid intersecting stories of traditional and reform movements.
Drawing on aspects of Bourdieu’s social field theory, the authors highlight the tensions between two different “fields", as well as the tensions within Toni herself in her efforts to identify and become proficient with inquiry pedagogy.