Exploratory practice and professional development in ELT: the roles of collaboration and reflection

Phil Benson; Mary Ann Chehade; Jose Lara; Gamze Aliriza Sayram; Lesley Speer

Exploratory practice and professional development in ELT: the roles of collaboration and reflection

Phil Benson, Mary Ann Chehade, Jose Lara, Gamze Aliriza Sayram, Lesley Speer

Macquarie University College

Research output: Contribution to journal › Article › peer-review

8 Citations (Scopus)

499 Downloads (Pure)

Abstract

Although professional development is a primary aim of teacher research, published studies tend to foreground research findings. This study focused on professional development outcomes of two collaborative exploratory practice projects. Using narrative inquiry as a tool for reflection, the participants identified turning points in the projects that led to professional development. In addition to learning about teaching, learners and research, developments related to working with others and the professional development process were identified as outcomes that have not previously been emphasised in the literature on teacher research. It is suggested that these professional development outcomes may be specific to exploratory practice and narrative inquiry, as flexible approaches to teacher research that are focused on understanding.

Original language	English
Pages (from-to)	3-19
Number of pages	17
Journal	English Australia Journal
Volume	33
Issue number	2
Publication status	Published - Apr 2018

Bibliographical note

Copyright the Author(s) 2018. Version archived for private and non-commercial use with the permission of the author/s and according to publisher conditions. For further rights please contact the publisher.

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Publisher version (open access)Final published version, 219 KBLicence: CC BY-NC-ND

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abstract = "Although professional development is a primary aim of teacher research, published studies tend to foreground research findings. This study focused on professional development outcomes of two collaborative exploratory practice projects. Using narrative inquiry as a tool for reflection, the participants identified turning points in the projects that led to professional development. In addition to learning about teaching, learners and research, developments related to working with others and the professional development process were identified as outcomes that have not previously been emphasised in the literature on teacher research. It is suggested that these professional development outcomes may be specific to exploratory practice and narrative inquiry, as flexible approaches to teacher research that are focused on understanding.",

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Exploratory practice and professional development in ELT: the roles of collaboration and reflection

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