ABSTRACT
This chapter argues that the idea to make selected action research reports by student teachers available to a larger audience within Namibia is a major step toward developing a written educational knowledge base for the country. Critical inquiry has been adopted in the Basic Teachers' Education Diploma (BETD) preservice as the official strategy to educate teachers who are critical, inquiring, and reflective professionals. Critical Inquiry also weaves in properly with the broad competence areas outlined in the BETD Broad Curriculum. At independence Namibia inherited a teacher education system that was largely conditioned by the apartheid ideology and its Bantu education policy. The student teachers projects can be classified into different categories: reports dealing with global sociopedagogical issues such as absenteeism, lateness, and lack of resources. The purpose of the interviews was to solicit the views, beliefs, and experiences of the program participants regarding reflective practice.
