ABSTRACT
I come to the end of this first year and the beginning of my second year as a teacher educator with mixed emotions. Mter surveying the reactions and perceptions of these five wonderful teachers regarding their experiences of conducting inquiry during their internship, I feel both a sense of accomplishment and of dread. I feel a sense of accomplishment in that these prospective teachers have grown a great deal; that they and their colleagues, including their mentors and students, have made strides in valuing and reshaping their conceptions of teaching and learning for the better; that they have prepared themselves adequately to take positions in schools as teachers, having experienced the deep rigors and challenges of everyday teaching and having looked closely and more reflectively at some of the pressing issues of schooling through the combination of their practice and coursework.
