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So if we were doing an inquiry lesson, what happens to me if I can't answer ques-
tions or direct students to the right answer? It could be uncomfortable for me and
potentially embarrassing.”
The goals of classroom inquiry appeared to resonate with values that the teach-
ers held about student learning. At the same time, the values were in tension with
the teachers' understanding of what was required of them in their school dis-
tricts. Table 23.3 summarizes the tensions between the traditional and the reform
paradigms. The tensions generated a sense of anxiety among the teachers, as well
as a lack of self-efficacy. As the course ended, Laura (2006) reflected on the matter
as follows:
Table 23.3 Traditional and reform conceptions of practice
Traditional conceptions of practice
Reform conceptions of practice
Teaching primarily interpreted in terms of
teacher adaptation to tradition
Teaching primarily understood in terms of
teacher autonomy, creativity and
commitment to reform
Premium on student performance
Premium on learning and conceptual
development
Foregrounds role of teacher as subject expert
and knowledge source
Foregrounds role of teacher as mentor and
learner
Curriculum planning is content centered to
which is brought to bear methods and
problems
Curriculum planning is problem centered, to
which is brought to bear content and
methods
Classroom management principles privilege
teacher direction and external regulation of
students
Classroom management principles privilege
learner self-direction and self-regulation of
students
Reading about all of these fancy inquiry projects depresses me. I go home with lessened
self-esteem and confidence in my teaching ability. I honestly feel like I do not have the
time, the support, or the resources. Not because I work for a horrible district but because all
of the wonderful people I work with, and for, are just as busy as me and the last thing they
have time to do is listen to my little idealistic plan to become the best darn science teacher
in North America. I realize I am writing this at the risk of sounding like a complete basket
case.
The argument for reform resonated with Laura's ideals about teaching. At the
same time, the case for reform was not sufficiently compelling to cause her to want
to change course.
Beth (2006) expressed an interest in aligning her teaching more with inquiry and
“to stray from the 'recipe' labs that I am most familiar with.” She toyed with the
idea of changing her instructional approach. At the same time, she believed that her
teaching approach was aligned with the expectations in her school district, and for
that reason, she preferred to continue with the status quo. “I think that if my school
would agree to inquiry teaching, then I would try to find a textbook that better fits
into the inquiry process.” (emphasis added).
 
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