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Exploratory Practice in Language Teaching : Puzzling About Principles and Practices / Judith Hanks.

By: Hanks, Judith Ingeborg | University of Leeds.
Series: Research and Practice in Applied Linguistics. Publisher: London : Palgrave Macmillan, 2017Description: xix, 384 p. : ill. ; 21 cm.ISBN: 9781137457110 (pbk).Subject(s): Education | English language | Language and education | Language and languages -- Study and teaching | Langage et langues -- Étude et enseignement | Education | Language Teaching | Language EducationOnline resources: Publisher's Website. | Check the UO Library catalog.
Contents:
"This book tracks the development of Exploratory Practice since the early 1990s as an original form of practitioner research in the field of English language teaching. Drawing on case studies, vignettes and narratives from teachers and learners around the world as they experienced Exploratory Practice in their different contexts, Hanks examines the theoretical and philosophical underpinnings of the Exploratory Practice framework and asks what the principles really mean in practice. For language professionals considering investigating their classrooms and their teaching/learning practices rigorously and thoughtfully, this book breaks new ground, arguing for a fresh perspective: (exploratory) practice-as-research.
About the author: Judith Hanks is Lecturer in TESOL at the University of Leeds, UK. Her work bridges specialist areas in language teacher education, intercultural communication, TESOL and EAP." (Book Cover)
CONTENTS:
1. General Introduction Introduction What Is Exploratory Practice? Why this Book? Who Is this Book for? Who Am 'I'? Where Is Exploratory Practice in the World? What's the Impact of Exploratory Practice? Before Beginning And Finally...
PART I The Historical and Conceptual Background to Researching Practice
2. Introduction to Part One Introducing Forms of Practitioner Research Why So Many Names for Practitioner Research? But Isn't Exploratory Practice Just a Form of Teacher Research? But Isn't Exploratory Practice Just a Form of Action Research? Practitioner Research as a Family Mapping Part One
3. From Research to Practitioner Research: Setting Exploratory Practice in Context Introduction What Do We Mean by 'Research'? What Is 'Research'? Quantitative Research Qualitative Research Mixed Methods Research Summary What Do We Mean by 'Practitioner Research' in Education? What Are the Underlying Assumptions Guiding Practitioner Research? Who Are the Practitioners? What Is the Proper Subject Matter of the Research? So What Makes It Research Rather than Random Looking Around? Phonesis: Ethical, Practical Wisdom Problematising Practitioner Research (i): Power, Ownership, and Funding Summary
4. Perspectives on the 'Family' of Practitioner Research Introduction Why So Much Interest in Practitioner Research? Working for Improvement (i): Action Research Working for Improvement (ii): Reflective Practice So Why Don't Practitioners Engage in Research? Lack of Time and Resources Lack of Expertise Lack of Relevance of Research Agenda/Findings Lack of Respect Problematising Practitioner Research (ii): The Discourse of 'Improvement' Summary
5. The Evolution of the Exploratory Practice Framework Introduction Definitions The Background Where Did It All Begin? Puzzling and Understanding, Rather than Problem-Solving The Evolution of the Exploratory Practice Framework Stage One: Relevance, Collegiality, and Theory-from-Practice Stage Two: Developing Understandings Stage Three: The Importance of 'Quality of Life' Bringing the Story Up-to-Date Problematising Exploratory Practice: A Critical Look
6. Puzzles, Puzzling and Puzzlement Introduction Why Does Exploratory Practice Promote 'Working for Understanding'? Why Does EP Promote Puzzlement? What Is It, and Why Is It Seen as Somehow Different? Where Do Puzzles Come From? So What Differentiates These Questions from the Kind of 'Problems' (or 'Puzzles') Found in Other Forms of Teacher Research? What Do Learners Puzzle About? What Do Teachers Puzzle About? Problematising Puzzling A Note of Caution The Risks of Sharing Puzzled Thoughts Summary
PART II Developing Understanding from Practice
7. Introduction to Part Two Introduction Resisting the Discourse of Improvement Inviting Practitioners to Dare to Question So How Might this Work in Practice? Mapping Part Two
8. Integrating Research and Pedagogy Introduction Puzzling Over Bringing Research and Pedagogy Together Exploratory Practice as Researchable Pedagogy So What Do You Actually Do? Case Study 8.1: 'Why Are Some Students Not Interested in Learning English?': A Story of Developing Mutual Understandings Case Study 8.2: 'Why Are My Learners Not Taking Responsibility for Their Learning?': A Story of Gaining Deeper Understandings Case Study 8.3 'Why Do the Students Seem Reluctant to Take Responsibility for Themselves?': A Story of Stepping Back for Understanding Case Study 8.4: 'Why Do My Students Want Lectures While I Want Discussion?' - A Story of Collegiality Summary
9. Collegial Working Introduction Is Exploratory Practice Transplantable to/in Other Contexts? What Do Learners Think About It? How Does All this Relate to the Exploratory Practice Principles? Case Study 9.1: 'Why Do I Ask My Students to Reflect on Their Learning?': A Story of Mutual Development Case Study 9.2: 'Why Don't We Bring EP and Learner Autonomy Together?': A Story of Integration Case Study 9.3: 'Why Don't We Use EP in Our 'Zemi' Classes?': A Story of Sustainability Summary
10. Continuing Personal and Professional Development Introduction Learning as an Ongoing Process Who Else Can Be Involved in Working for Understanding? Case Study 10.1: 'What's the Link Between EP and CPD?': A Story of Personal and Professional Development Case Study 10.2: 'Why Incorporate EP in Teacher Education Programmes?': A Story of Overcoming Burnout Case Study 10.3: 'Why Don't We Integrate Theory and Practice in Pedagogy?': A Story of Inclusivity and Relevance Case Study 10.4: 'Why Do Teachers and Learners Struggle in the Classroom?': A Story of Quality of Life Summary
PART III Understanding for Practice
11: Introduction to Part Three Introduction Issues of Culture, Identity, and Meta-puzzling The Relationship Between Principles and Practices Understanding Collegiality Relevance and Sustainability Quality of Life The Importance of Trust The Exploratory Practice Principles as a Network Mapping Part Three
12. Puzzles, Puzzling and Trust Introduction What Puzzles You? Practitioners Getting Started Refining Puzzled Questions A Caveat: How Versus Why Moments of Transition Puzzling About Puzzlement The Need for Trust Summary
13. PEPAs, Culture and Identity Introduction Identifying 'Potentially Exploitable Pedagogic Activities' (PEPAs) Starting Off: 'Normal Pedagogic Activities' From Activities to PEPAs Avoiding Recipes Developing Understanding(s) of Classroom Cultures and Identities Cultures of Pedagogy Cultures of Identity Summary
14. Conclusions Introduction From Research-as-Practice to Practice-as-Research Language, Culture, and Identity in Exploratory Practice Problematising Problem-Solving Looking Ahead: What Next for Exploratory Practice? Exploratory Practice as a Form of Research Case Study 14.1: 'What Happens When Exploratory Practice Moves Beyond the Classroom?': A Story of Explorations in Research Exploratory Practice as a Form of Scholarship Redefining Notions of Pedagogy, Scholarship, and Research Implications and Impact Suggestions for Future Research Summary
PART IV Resources
15. Exploratory Practice Voices Interview with Dick Allwright Interview with Bebel A. Cunha Interview with Inés Kayon de Miller Interview with Assia Slimani-Rolls Interview with Akira Tajino Interview with Judith Hanks A Final Few Words from Dick Allwright
References
Index
Abstract: "This book tracks the development of Exploratory Practice since the early 1990s as an original form of practitioner research in the field of English language teaching. Drawing on case studies, vignettes and narratives from teachers and learners around the world as they experienced Exploratory Practice in their different contexts, Hanks examines the theoretical and philosophical underpinnings of the Exploratory Practice framework and asks what the principles really mean in practice. For language professionals considering investigating their classrooms and their teaching/learning practices rigorously and thoughtfully, this book breaks new ground, arguing for a fresh perspective: (exploratory) practice-as-research. About the author: Judith Hanks is Lecturer in TESOL at the University of Leeds, UK. Her work bridges specialist areas in language teacher education, intercultural communication, TESOL and EAP." (Book Cover)Scope and content: CONTENTS: 1. General Introduction Introduction What Is Exploratory Practice? Why this Book? Who Is this Book for? Who Am 'I'? Where Is Exploratory Practice in the World? What's the Impact of Exploratory Practice? Before Beginning And Finally... PART I The Historical and Conceptual Background to Researching Practice 2. Introduction to Part One Introducing Forms of Practitioner Research Why So Many Names for Practitioner Research? But Isn't Exploratory Practice Just a Form of Teacher Research? But Isn't Exploratory Practice Just a Form of Action Research? Practitioner Research as a Family Mapping Part One 3. From Research to Practitioner Research: Setting Exploratory Practice in Context Introduction What Do We Mean by 'Research'? What Is 'Research'? Quantitative Research Qualitative Research Mixed Methods Research Summary What Do We Mean by 'Practitioner Research' in Education? What Are the Underlying Assumptions Guiding Practitioner Research? Who Are the Practitioners? What Is the Proper Subject Matter of the Research? So What Makes It Research Rather than Random Looking Around? Phronesis: Ethical, Practical Wisdom Problematising Practitioner Research (i): Power, Ownership, and Funding Summary 4. Perspectives on the 'Family' of Practitioner Research Introduction Why So Much Interest in Practitioner Research? Working for Improvement (i): Action Research Working for Improvement (ii): Reflective Practice So Why Don't Practitioners Engage in Research? Lack of Time and Resources Lack of Expertise Lack of Relevance of Research Agenda/Findings Lack of Respect Problematising Practitioner Research (ii): The Discourse of 'Improvement' Summary 5. The Evolution of the Exploratory Practice Framework Introduction Definitions The Background Where Did It All Begin? Puzzling and Understanding, Rather than Problem-Solving The Evolution of the Exploratory Practice Framework Stage One: Relevance, Collegiality, and Theory-from-Practice Stae Two: Developing Understandings Stage Three: The Importance of 'Quality of Life' Bringing the Story Up-to-Date Problematising Exploratory Practice: A Critical Look 6. Puzzles, Puzzling and Puzzlement Introduction Why Does Exploratory Practice Promote 'Working for Understanding'? Why Does EP Promote Puzzlement? What Is It, and Why Is It Seen as Somehow Different? Where Do Puzzles Come From? So What Differentiates These Questions from the Kind of 'Problems' (or 'Puzzles') Found in Other Forms of Teacher Research? What Do Learners Puzzle About? What Do Teachers Puzzle About? Problematising Puzzling A Note of Caution The Risks of Sharing Puzzled Thoughts Summary PART II Developing Understanding from Practice 7. Introduction to Part Two Introduction Resisting the Discourse of Improvement Inviting Practitioners to Dare to Question So How Might this Work in Practice? Mapping Part Two 8. Integrating Research and Pedagogy Introduction Puzzling Over Bringing Research and Pedagogy Together Exploratory Practice as Researchable Pedagogy So What Do You Actually Do? Case Study 8.1: 'Why Are Some Students Not Interested in Learning English?': A Story of Developing Mutual Understandings Case Study 8.2: 'Why Are My Learners Not Taking Responsibility for Their Learning?': A Story of Gaining Deeper Understandings Case Study 8.3 'Why Do the Students Seem Reluctant to Take Responsibility for Themselves?': A Story of Stepping Back for Understanding Case Study 8.4: 'Why Do My Students Want Lectures While I Want Discussion?' - A Story of Collegiality Summary 9. Collegial Working Introduction Is Exploratory Practice Transplantable to/in Other Contexts? What Do Learners Think About It? How Does All this Relate to the Exploratory Practice Principles? Case Study 9.1: 'Why Do I Ask My Students to Reflect on Their Learning?': A Story of Mutual Development Case Study 9.2: 'Why Don't We Bring EP and Learner Autonomy Together?': A Story of Integration Case Study 9.3: 'Why Don't We Use EP in Our 'Zemi' Classes?': A Story of Sustainability Summary 10. Continuing Personal and Professional Development Introduction Learning as an Ongoing Process Who Else Can Be Involved in Working for Understanding? Case Study 10.1: 'What's the Link Between EP and CPD?': A Story of Personal and Professional Development Case Study 10.2: 'Why Incorporate EP in Teacher Education Programmes?': A Story of Overcoming Burnout Case Study 10.3: 'Why Don't We Integrate Theory and Practice in Pedagogy?': A Story of Inclusivity and Relevance Case Study 10.4: 'Why Do Teachers and Learners Struggle in the Classroom?': A Story of Quality of Life Summary PART III Understanding for Practice 11: Introduction to Part Three Introduction Issues of Culture, Identity, and Meta-puzzling The Relationship Between Principles and Practices Understanding Collegiality Relevance and Sustainability Quality of Life The Importance of Trust The Exploratory Practice Principles as a Network Mapping Part Three 12. Puzzles, Puzzling and Trust Introduction What Puzzles You? Practitioners Getting Started Refining Puzzled Questions A Caveat: How Versus Why Moments of Transition Puzzling About Puzzlement The Need for Trust Summary 13. PEPAs, Culture and Identity Introduction Identifying 'Potentially Exploitable Pedagogic Activities' (PEPAs) Starting Off: 'Normal Pedagogic Activities' From Activities to PEPAs Avoiding Recipes Developing Understanding(s) of Classroom Cultures and Identities Cultures of Pedagogy Cultures of Identity Summary 14. Conclusions Introduction From Research-as-Practice to Practice-as-Research Language, Culture, and Identity in Exploratory Practice Problematising Problem-Solving Looking Ahead: What Next for Exploratory Practice? Exploratory Practice as a Form of Research Case Study 14.1: 'What Happens When Exploratory Practice Moves Beyond the Classroom?': A Story of Explorations in Research Exploratory Practice as a Form of Scholarship Redefining Notions of Pedagogy, Scholarship, and Research Implications and Impact Suggestions for Future Research Summary PART IV Resources 15. Exploratory Practice Voices Interview with Dick Allwright Interview with Bebel A. Cunha Interview with Inés Kayon de Miller Interview with Assia Slimani-Rolls Interview with Akira Tajino Interview with Judith Hanks A Final Few Words from Dick Allwright References Index
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Donated by Jennifer St.John.

Includes bibliographical references and index.

"This book tracks the development of Exploratory Practice since the early 1990s as an original form of practitioner research in the field of English language teaching. Drawing on case studies, vignettes and narratives from teachers and learners around the world as they experienced Exploratory Practice in their different contexts, Hanks examines the theoretical and philosophical underpinnings of the Exploratory Practice framework and asks what the principles really mean in practice. For language professionals considering investigating their classrooms and their teaching/learning practices rigorously and thoughtfully, this book breaks new ground, arguing for a fresh perspective: (exploratory) practice-as-research.

About the author: Judith Hanks is Lecturer in TESOL at the University of Leeds, UK. Her work bridges specialist areas in language teacher education, intercultural communication, TESOL and EAP." (Book Cover)

CONTENTS:

1. General Introduction
Introduction
What Is Exploratory Practice?
Why this Book?
Who Is this Book for?
Who Am 'I'?
Where Is Exploratory Practice in the World?
What's the Impact of Exploratory Practice?
Before Beginning
And Finally...

PART I The Historical and Conceptual Background to Researching Practice

2. Introduction to Part One Introducing Forms of Practitioner Research
Why So Many Names for Practitioner Research?
But Isn't Exploratory Practice Just a Form of Teacher Research?
But Isn't Exploratory Practice Just a Form of Action Research?
Practitioner Research as a Family
Mapping Part One

3. From Research to Practitioner Research: Setting Exploratory Practice in Context
Introduction
What Do We Mean by 'Research'?
What Is 'Research'?
Quantitative Research
Qualitative Research
Mixed Methods Research
Summary
What Do We Mean by 'Practitioner Research' in Education?
What Are the Underlying Assumptions Guiding Practitioner Research?
Who Are the Practitioners?
What Is the Proper Subject Matter of the Research?
So What Makes It Research Rather than Random Looking Around?
Phonesis: Ethical, Practical Wisdom Problematising Practitioner Research (i): Power, Ownership, and Funding Summary

4. Perspectives on the 'Family' of Practitioner Research Introduction
Why So Much Interest in Practitioner Research?
Working for Improvement (i): Action Research
Working for Improvement (ii): Reflective Practice
So Why Don't Practitioners Engage in Research?
Lack of Time and Resources
Lack of Expertise
Lack of Relevance of Research Agenda/Findings
Lack of Respect
Problematising Practitioner Research (ii): The Discourse of 'Improvement'
Summary

5. The Evolution of the Exploratory Practice Framework Introduction
Definitions
The Background
Where Did It All Begin?
Puzzling and Understanding, Rather than Problem-Solving
The Evolution of the Exploratory Practice Framework
Stage One: Relevance, Collegiality, and Theory-from-Practice
Stage Two: Developing Understandings
Stage Three: The Importance of 'Quality of Life'
Bringing the Story Up-to-Date
Problematising Exploratory Practice: A Critical Look

6. Puzzles, Puzzling and Puzzlement Introduction
Why Does Exploratory Practice Promote 'Working for Understanding'?
Why Does EP Promote Puzzlement? What Is It, and Why Is It Seen as Somehow Different?
Where Do Puzzles Come From?
So What Differentiates These Questions from the Kind of 'Problems' (or 'Puzzles') Found in Other Forms of Teacher Research?
What Do Learners Puzzle About?
What Do Teachers Puzzle About?
Problematising Puzzling
A Note of Caution
The Risks of Sharing Puzzled Thoughts
Summary

PART II Developing Understanding from Practice

7. Introduction to Part Two Introduction
Resisting the Discourse of Improvement
Inviting Practitioners to Dare to Question
So How Might this Work in Practice?
Mapping Part Two

8. Integrating Research and Pedagogy
Introduction
Puzzling Over Bringing Research and Pedagogy Together
Exploratory Practice as Researchable Pedagogy
So What Do You Actually Do?
Case Study 8.1: 'Why Are Some Students Not Interested in Learning English?': A Story of Developing Mutual Understandings
Case Study 8.2: 'Why Are My Learners Not Taking Responsibility for Their Learning?': A Story of Gaining Deeper Understandings
Case Study 8.3 'Why Do the Students Seem Reluctant to Take Responsibility for Themselves?': A Story of Stepping Back for Understanding
Case Study 8.4: 'Why Do My Students Want Lectures While I Want Discussion?' - A Story of Collegiality
Summary

9. Collegial Working Introduction
Is Exploratory Practice Transplantable to/in Other Contexts?
What Do Learners Think About It?
How Does All this Relate to the Exploratory Practice Principles?
Case Study 9.1: 'Why Do I Ask My Students to Reflect on Their Learning?': A Story of Mutual Development
Case Study 9.2: 'Why Don't We Bring EP and Learner Autonomy Together?': A Story of Integration
Case Study 9.3: 'Why Don't We Use EP in Our 'Zemi' Classes?': A Story of Sustainability
Summary

10. Continuing Personal and Professional Development Introduction
Learning as an Ongoing Process
Who Else Can Be Involved in Working for Understanding?
Case Study 10.1: 'What's the Link Between EP and CPD?': A Story of Personal and Professional Development
Case Study 10.2: 'Why Incorporate EP in Teacher Education Programmes?': A Story of Overcoming Burnout
Case Study 10.3: 'Why Don't We Integrate Theory and Practice in Pedagogy?': A Story of Inclusivity and Relevance
Case Study 10.4: 'Why Do Teachers and Learners Struggle in the Classroom?': A Story of Quality of Life
Summary

PART III Understanding for Practice

11: Introduction to Part Three Introduction
Issues of Culture, Identity, and Meta-puzzling
The Relationship Between Principles and Practices
Understanding
Collegiality
Relevance and Sustainability
Quality of Life
The Importance of Trust
The Exploratory Practice Principles as a Network
Mapping Part Three

12. Puzzles, Puzzling and Trust Introduction
What Puzzles You?
Practitioners Getting Started
Refining Puzzled Questions
A Caveat: How Versus Why
Moments of Transition
Puzzling About Puzzlement
The Need for Trust
Summary

13. PEPAs, Culture and Identity Introduction
Identifying 'Potentially Exploitable Pedagogic Activities' (PEPAs)
Starting Off: 'Normal Pedagogic Activities'
From Activities to PEPAs
Avoiding Recipes
Developing Understanding(s) of Classroom Cultures and Identities
Cultures of Pedagogy
Cultures of Identity
Summary

14. Conclusions Introduction
From Research-as-Practice to Practice-as-Research
Language, Culture, and Identity in Exploratory Practice
Problematising Problem-Solving
Looking Ahead: What Next for Exploratory Practice?
Exploratory Practice as a Form of Research
Case Study 14.1: 'What Happens When Exploratory Practice Moves Beyond the Classroom?': A Story of Explorations in Research
Exploratory Practice as a Form of Scholarship
Redefining Notions of Pedagogy, Scholarship, and Research
Implications and Impact
Suggestions for Future Research
Summary

PART IV Resources

15. Exploratory Practice Voices Interview with Dick Allwright
Interview with Bebel A. Cunha
Interview with Inés Kayon de Miller
Interview with Assia Slimani-Rolls
Interview with Akira Tajino
Interview with Judith Hanks
A Final Few Words from Dick Allwright

References

Index

"This book tracks the development of Exploratory Practice since the early 1990s as an original form of practitioner research in the field of English language teaching. Drawing on case studies, vignettes and narratives from teachers and learners around the world as they experienced Exploratory Practice in their different contexts, Hanks examines the theoretical and philosophical underpinnings of the Exploratory Practice framework and asks what the principles really mean in practice. For language professionals considering investigating their classrooms and their teaching/learning practices rigorously and thoughtfully, this book breaks new ground, arguing for a fresh perspective: (exploratory) practice-as-research.

About the author: Judith Hanks is Lecturer in TESOL at the University of Leeds, UK. Her work bridges specialist areas in language teacher education, intercultural communication, TESOL and EAP." (Book Cover)

CONTENTS:

1. General Introduction
Introduction
What Is Exploratory Practice?
Why this Book?
Who Is this Book for?
Who Am 'I'?
Where Is Exploratory Practice in the World?
What's the Impact of Exploratory Practice?
Before Beginning
And Finally...

PART I The Historical and Conceptual Background to Researching Practice

2. Introduction to Part One
Introducing Forms of Practitioner Research
Why So Many Names for Practitioner Research?
But Isn't Exploratory Practice Just a Form of Teacher Research?
But Isn't Exploratory Practice Just a Form of Action Research?
Practitioner Research as a Family
Mapping Part One

3. From Research to Practitioner Research: Setting Exploratory Practice in Context
Introduction
What Do We Mean by 'Research'?
What Is 'Research'?
Quantitative Research
Qualitative Research
Mixed Methods Research
Summary
What Do We Mean by 'Practitioner Research' in Education?
What Are the Underlying Assumptions Guiding Practitioner Research?
Who Are the Practitioners?
What Is the Proper Subject Matter of the Research?
So What Makes It Research Rather than Random Looking Around?
Phronesis: Ethical, Practical Wisdom
Problematising Practitioner Research (i): Power, Ownership, and Funding
Summary

4. Perspectives on the 'Family' of Practitioner Research
Introduction
Why So Much Interest in Practitioner Research?
Working for Improvement (i): Action Research
Working for Improvement (ii): Reflective Practice
So Why Don't Practitioners Engage in Research?
Lack of Time and Resources
Lack of Expertise
Lack of Relevance of Research Agenda/Findings
Lack of Respect
Problematising Practitioner Research (ii): The Discourse of 'Improvement'
Summary

5. The Evolution of the Exploratory Practice Framework
Introduction
Definitions
The Background
Where Did It All Begin?
Puzzling and Understanding, Rather than Problem-Solving
The Evolution of the Exploratory Practice Framework
Stage One: Relevance, Collegiality, and Theory-from-Practice
Stae Two: Developing Understandings
Stage Three: The Importance of 'Quality of Life'
Bringing the Story Up-to-Date
Problematising Exploratory Practice: A Critical Look

6. Puzzles, Puzzling and Puzzlement
Introduction
Why Does Exploratory Practice Promote 'Working for Understanding'?
Why Does EP Promote Puzzlement? What Is It, and Why Is It Seen as Somehow Different?
Where Do Puzzles Come From?
So What Differentiates These Questions from the Kind of 'Problems' (or 'Puzzles') Found in Other Forms of Teacher Research?
What Do Learners Puzzle About?
What Do Teachers Puzzle About?
Problematising Puzzling
A Note of Caution
The Risks of Sharing Puzzled Thoughts
Summary

PART II Developing Understanding from Practice

7. Introduction to Part Two
Introduction
Resisting the Discourse of Improvement
Inviting Practitioners to Dare to Question
So How Might this Work in Practice?
Mapping Part Two

8. Integrating Research and Pedagogy
Introduction
Puzzling Over Bringing Research and Pedagogy Together
Exploratory Practice as Researchable Pedagogy
So What Do You Actually Do?
Case Study 8.1: 'Why Are Some Students Not Interested in Learning English?': A Story of Developing Mutual Understandings
Case Study 8.2: 'Why Are My Learners Not Taking Responsibility for Their Learning?': A Story of Gaining Deeper Understandings
Case Study 8.3 'Why Do the Students Seem Reluctant to Take Responsibility for Themselves?': A Story of Stepping Back for Understanding
Case Study 8.4: 'Why Do My Students Want Lectures While I Want Discussion?' - A Story of Collegiality
Summary

9. Collegial Working
Introduction
Is Exploratory Practice Transplantable to/in Other Contexts?
What Do Learners Think About It?
How Does All this Relate to the Exploratory Practice Principles?
Case Study 9.1: 'Why Do I Ask My Students to Reflect on Their Learning?': A Story of Mutual Development
Case Study 9.2: 'Why Don't We Bring EP and Learner Autonomy Together?': A Story of Integration
Case Study 9.3: 'Why Don't We Use EP in Our 'Zemi' Classes?': A Story of Sustainability
Summary

10. Continuing Personal and Professional Development
Introduction
Learning as an Ongoing Process
Who Else Can Be Involved in Working for Understanding?
Case Study 10.1: 'What's the Link Between EP and CPD?': A Story of Personal and Professional Development
Case Study 10.2: 'Why Incorporate EP in Teacher Education Programmes?': A Story of Overcoming Burnout
Case Study 10.3: 'Why Don't We Integrate Theory and Practice in Pedagogy?': A Story of Inclusivity and Relevance
Case Study 10.4: 'Why Do Teachers and Learners Struggle in the Classroom?': A Story of Quality of Life
Summary

PART III Understanding for Practice

11: Introduction to Part Three
Introduction
Issues of Culture, Identity, and Meta-puzzling
The Relationship Between Principles and Practices
Understanding
Collegiality
Relevance and Sustainability
Quality of Life
The Importance of Trust
The Exploratory Practice Principles as a Network
Mapping Part Three

12. Puzzles, Puzzling and Trust
Introduction
What Puzzles You?
Practitioners Getting Started
Refining Puzzled Questions
A Caveat: How Versus Why
Moments of Transition
Puzzling About Puzzlement
The Need for Trust
Summary

13. PEPAs, Culture and Identity
Introduction
Identifying 'Potentially Exploitable Pedagogic Activities' (PEPAs)
Starting Off: 'Normal Pedagogic Activities'
From Activities to PEPAs
Avoiding Recipes
Developing Understanding(s) of Classroom Cultures and Identities
Cultures of Pedagogy
Cultures of Identity
Summary

14. Conclusions
Introduction
From Research-as-Practice to Practice-as-Research
Language, Culture, and Identity in Exploratory Practice
Problematising Problem-Solving
Looking Ahead: What Next for Exploratory Practice?
Exploratory Practice as a Form of Research
Case Study 14.1: 'What Happens When Exploratory Practice Moves Beyond the Classroom?': A Story of Explorations in Research
Exploratory Practice as a Form of Scholarship
Redefining Notions of Pedagogy, Scholarship, and Research
Implications and Impact
Suggestions for Future Research
Summary

PART IV Resources

15. Exploratory Practice Voices
Interview with Dick Allwright
Interview with Bebel A. Cunha
Interview with Inés Kayon de Miller
Interview with Assia Slimani-Rolls
Interview with Akira Tajino
Interview with Judith Hanks
A Final Few Words from Dick Allwright

References

Index

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