ABSTRACT
In this chapter, the authors share their initial experiences of the partnership that was formed to produce distance materials for the Basic Education Teacher Diploma (BETD) INSET. This program uses a practice-based inquiry approach and actively engages teachers in practical activities of inquiry about their daily classroom practice as a means of constructing an understanding of the reform processes. The goal is for teachers to take responsibility for effecting change in their own classrooms. The authors situate their education narratives in terms of the background of the BETD INSET teachers, the background to the BETD INSET itself, and the changes that they are trying to effect at school level through practice-based inquiry (PBI). PBI might be seen as social engineering in the form of a government hijack to promote the reform or as another foreign imposition, not of declarative knowledge but of procedural knowledge.
