Table of Contents

Chapter 1: General Introduction.- PART I.- Chapter 2: Introduction to Part One – The Historical and Conceptual Background to Researching Practice.- Chapter 3: From Research to Practitioner Research: Setting Exploratory Practice in Context.- Chapter 4: Perspectives on the ‘Family’ of Practitioner Research.- Chapter 5: The Evolution of the Exploratory Practice Framework.- Chapter 6: Puzzles, Puzzling and Puzzlement.- PART II.- Chapter 7: Introduction to Part Two: Developing Understanding from Practice.- Chapter 8: Understanding from Practice: Integrating Research and Pedagogy.- Chapter 9: Understanding from Practice: Collegial Working.- Chapter 10: Understanding from Practice: Continuing Personal and Professional Development.- PART III.- Chapter 11: Introduction to Part Three: Understanding for Practice.- Chapter 12: Understanding for Practice: Puzzles, Puzzling and Trust.- Chapter 13: Understanding for Practice: PEPAs, Culture and Identity .- Chapter 14: Conclusions.- PART IV: Resources.

Promotional Information

"Interest in practitioner research is growing, but how might teachers research their own contexts? And how can they carry out these explorations in ways which add to their and their learners' 'quality of life'? Judith Hanks provides a much-needed and inspiring account of Exploratory Practice (EP) which answers these questions." (Graham Hall, Senior Lecturer, Northumbria University, UK) "Hanks' innovative analysis is a timely and important contribution to the burgeoning literature on practitioner researcher and continuing professional development in the field of language education." (Simon Borg, Visiting Professor of TESOL, University of Leeds, UK) "Hanks makes an original, detailed, and compelling case for the fundamental distinctiveness and practical importance of Exploratory Practice (EP), a radical form of practitioner research bringing teachers and learners (and others) together as co-researchers seeking deeper understandings of what it means to be engaged in language teaching and learning." (Dick Allwright, Lancaster University, UK) "Hanks goes deep into the fabric of Exploratory Practice from its theoretical origins to real examples. It is a rigorous and human account of how a network of theorists and teachers have worked through the puzzles of everyday teaching, crossing boundaries, getting to the essence of teachers and learners as people. Anyone who struggles to do the best for their students and themselves through openness and understanding will find this book a profound support." (Adrian Holliday, Professor, Canterbury Christ Church University, UK)

About the Author

Judith Hanks is Lecturer in TESOL at the University of Leeds, UK. She started teaching EFL in 1987 and has worked in China, Italy, Singapore, Turkey and the UK. She has worked as a teacher, teacher trainer and teacher educator, as well as course director, programme leader and manager, and of course, she is a life-long language learner. Her work bridges specialist areas in language teacher education, intercultural communication, TESOL and EAP. She is a founder member of the Exploratory Practice group, and is co-author of The Developing Language Learner: An Introduction to Exploratory Practice (Allwright & Hanks, 2009). Her research interests lie in the areas of investigating developing intercultural understandings in language classrooms, eliciting learner and teacher understandings of their practice, with particular emphasis on practitioner research in language education, specifically: Exploratory Practice.

Reviews

“This book offers an in-depth history of the development of EP, as well as a detailed history of the underpinning philosophy of the practitioner research family more generally, from Dewey to Freire. It is accessible and clear, with many quote boxes, vignettes and worksheets.” (Richard S. Pinner, Educational Action Research, December 20, 2019)
“With its accessible prose style, illustrative vignettes, case studies and quotes, and useful suggestions for further reading, this book is a truly valuable resource for all practitioners who wish to engage with EP at any level.” (Sal Consoli, System, Vol. 72, February, 2018)