Autobiographical Inquiry	133
with the children. Yet, 5ue felt pressure from these teachers to conform to their ways of doing things. She and Linda spent a con5iderable amount of time reflecting on these 5ituation5, trying to identify the conflicts 5ue was experiencing and exploring ways to resolve the problem. The problems did not disappear, but with Linda'S help, 5ue was able to be true to the beliefs about teaching and learning that were developing within her. 5he was able to re5pectfully decline the ideas and practices that were contrary to her beliefs and to create a classroom where independent and interdependent children shared re5pon5ibilitie5, were creative and imaginative, and found joy in their learning. And, as her children grew, Sue grew as well. 5ue'S early intuitive thoughts about teaching began to give way to strong conviction5 about her own identity and her role as a teacher. Sue knew she had begun the first chapter of her professional life story
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Public Moral Inquiry

Craft
Reflection
Autobiographical	Deliberative
Inquiry	Inquiry