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‘We are the change that we seek’: developing teachers’ understanding of their classroom practice

‘We are the change that we seek’: developing teachers’ understanding of their classroom practice
‘We are the change that we seek’: developing teachers’ understanding of their classroom practice
This paper describes an innovative approach to continuous professional development using Exploratory Practice (EP), a form of practitioner research developed in second language teacher education and professional development. One of the goals of EP is to empower teachers, so that they can develop a better understanding of their classroom environment, and from this, devise strategies for enhancing learning opportunities for students. It draws on a framework of Critical Learning Episodes (CLE) as a tool to enable them to investigate their practices in classroom interaction. This approach has guided a group of university teachers to understand their classroom practice which has, as a result, led to novel insights by the teachers, improved learning opportunities for students and a better quality of life for all in the classroom.
1470-3297
425-435
Slimani-Rolls, A.ssia
9335f895-a9d3-49a1-a434-66afe2f665ee
Kiely, Richard
2321c0cb-faf6-41e2-b044-2c3933e93d6e
Slimani-Rolls, A.ssia
9335f895-a9d3-49a1-a434-66afe2f665ee
Kiely, Richard
2321c0cb-faf6-41e2-b044-2c3933e93d6e

Slimani-Rolls, A.ssia and Kiely, Richard (2014) ‘We are the change that we seek’: developing teachers’ understanding of their classroom practice. Innovations in Education and Teaching International, 51 (4), 425-435. (doi:10.1080/14703297.2014.894328).

Record type: Article

Abstract

This paper describes an innovative approach to continuous professional development using Exploratory Practice (EP), a form of practitioner research developed in second language teacher education and professional development. One of the goals of EP is to empower teachers, so that they can develop a better understanding of their classroom environment, and from this, devise strategies for enhancing learning opportunities for students. It draws on a framework of Critical Learning Episodes (CLE) as a tool to enable them to investigate their practices in classroom interaction. This approach has guided a group of university teachers to understand their classroom practice which has, as a result, led to novel insights by the teachers, improved learning opportunities for students and a better quality of life for all in the classroom.

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More information

e-pub ahead of print date: 7 March 2014
Published date: 2014
Organisations: Modern Languages

Identifiers

Local EPrints ID: 362033
URI: http://eprints.soton.ac.uk/id/eprint/362033
ISSN: 1470-3297
PURE UUID: e2630dfb-c868-4ab6-aa10-265584de63ec

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Date deposited: 11 Feb 2014 13:46
Last modified: 16 Jul 2019 21:12

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Contributors

Author: A.ssia Slimani-Rolls
Author: Richard Kiely

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