In this article, Tom develops a set of dimensions that reveal the different ways in which inquiry-oriented teacher education can be conceptualized. Three dimensions are proposed and dis cussed : (a) the arena ofthe problematic, (b) the model of inquiry by which a particular arena of the problematic is to be studied, and (c) the ontological status of educational phenomena. The relevance of each dimension to inquiry-oriented teacher educa tion is explored, and rationales for inquiry-oriented teacher education are located on the three dimensions.

Dean C. A. Adams

Papers

Teaching applied science