Abstract:PurposeThe purpose of this poetic inquiry was to understand how the professional development school (PDS) model can help pre-service teachers (PSTs) develop an inclusive philosophy of teaching while positioning themselves as social justice advocates. Four clinical interns collaborated in the research process guided by the university professor-in-residence (PIR).Design/methodology/approachTo conduct this poetic inquiry the interns kept journals, participated in individual interviews and weekly book club discuss… Show more
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