Rilke: "Be patient toward all that is unsolved in your heart and try to love the questions themselves. . . . Live the questions now. Perhaps you will then gradually, without noting it, live along some distant day into the answer" (Palmer, 1998, p. 86).
INQUIRY SCAFFOLDING

Throughout this chapter, advice and questions have been offered as guidance for autobiographical inquiry. This material can be synthesized into the following professional study scaffolding:

fq Do I daily attend to the poetics of teaching and learning? rs Can I articulate my deepest professional beliefs?
49 Do I consciously cultivate the noblest possibilities of growth for both my students and myself?
49 Do I seek opportunities to establish trusting collegial relations?
fq Do I associate with people who are consciously engaged in their own journey of self-awareness?
49 Whenever possible, do I engage in open-hearted dialogue with others?
4 Am I open to the questions that touch on my purposes for
living and for being "called" to the teaching profession?
Teacher Narrative*

Reflection has been at the heart of my efforts toward good teaching a5 well as the key to my own 5piritual growth. Knowing who I am and what I believe in has allowed me to teach from the heart. "What do I believe?" a due5tion I ask myself over and over again, i5 always followed by "How do my actions in the classroom reflect those belief5?" Being in touch with my spiritual side puts passion into the things that I do. I believe that I have been called to be a teacher and