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This paper reports findings from an 18-month qualitative study that followed the experiences of nine teacher residents, their site professors, site coordinators, clinical teachers, and principals in three Professional Learning Schools (PLSes). The study examined the tensions that emerged as teacher preparation theory intersected with the context-bound realities of daily life in schools and the political constraints that diminish possibilities for inclusive education. The paper addresses implications for teacher preparation programs by reporting how teacher residents negotiated their understanding of and commitment for inclusive education through three themes: (a) critical reflection required, (b) learning is happening, and (c) troubling behavior. Intepreting these themes has implications for programmatic designs in teacher preparation.

We examined how an inquiry group composed of a university professor, three doctoral students, and a grade level team of seventh and eighth grade teachers negotiated their collaborative work. This effort resulted in the development of a two-week unit that tapped into students' out-ofschool knowledge. Our research question asked how learning occurs within a boundary practice formed by university and middle school participants. We used analytical tools from grounded theory to analyze videos of meetings between university and school personnel, field notes, and meeting artifacts (e.g., handouts, readings, products). Participants engaged in a dance in which boundaries among institutions and professions were sustained and challenged. The inquiry project became an open ended learning zone in which all participants sought and gave support in joint action, expanding the mutual understandings of the object of their work (i.e., the daily lesson plans and overall unit of study). We recommend developing relational agency (Edwards, 2007) to engage in inquiry projects for inclusive education that dismantle complex and intersecting forms of exclusion.