This article is co-written by a high school teacher and a faculty member from a university-based teacher education program. The high school teacher is a graduate of the university's master’s degree program, and this article is a reflection of the inquiry he engaged in while he was simultaneously a student and teaching fellow. By asking questions, engaging with literature, implementing new pedagogical strategies, and collecting and analyzing data with the support of faculty and his cohort of teacher education students, this teacher began to see the ways in which inquiry and teaching are inseparable. Specifically, through the inquiry process, he developed a deeper understanding of collaborative and equitable learning (which he came to call “collequitable learning”) and as he continued to develop his inquiry stance over the course of his first few years of teaching, he began to see deeper connections between his own collaborative learning and that of his students.



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