The University of Southampton
University of Southampton Institutional Repository

Exploratory practice for continuing professional development: An innovative approach for language teachers

Exploratory practice for continuing professional development: An innovative approach for language teachers
Exploratory practice for continuing professional development: An innovative approach for language teachers
This book provides a detailed account of Exploratory Practice (EP) as a tool for the Continuing Professional Development (CPD) of language teachers. It fosters the development of professional knowledge and skills through a focus on understanding classrooms, and on the implementation of practitioner research. These processes include students. We document a unique two-year longitudinal study that critically examined the implementation of EP by teachers of English and modern foreign languages. Through their case studies, the teachers provide a critical account of EP as a form of practitioner research that bridges the divide between theory and practice. The results emphasize the centrality of teacher learning in language education curriculum improvement, and of active involvement of students in the exploratory practice and practitioner research. This book will be of interest to language education professionals seeking enhanced teacher learning and more effective classrooms, and to scholars working in Applied Linguistics and Language Education.
Palgrave Macmillan
Kiely, Richard
2321c0cb-faf6-41e2-b044-2c3933e93d6e
Slimani-Rolls, Assia
1ddc6d53-d13c-4c39-8a9a-fedead06b46c
Kiely, Richard
2321c0cb-faf6-41e2-b044-2c3933e93d6e
Slimani-Rolls, Assia
1ddc6d53-d13c-4c39-8a9a-fedead06b46c

Kiely, Richard and Slimani-Rolls, Assia (2019) Exploratory practice for continuing professional development: An innovative approach for language teachers , 1 ed. Palgrave Macmillan, 230pp.

Record type: Book

Abstract

This book provides a detailed account of Exploratory Practice (EP) as a tool for the Continuing Professional Development (CPD) of language teachers. It fosters the development of professional knowledge and skills through a focus on understanding classrooms, and on the implementation of practitioner research. These processes include students. We document a unique two-year longitudinal study that critically examined the implementation of EP by teachers of English and modern foreign languages. Through their case studies, the teachers provide a critical account of EP as a form of practitioner research that bridges the divide between theory and practice. The results emphasize the centrality of teacher learning in language education curriculum improvement, and of active involvement of students in the exploratory practice and practitioner research. This book will be of interest to language education professionals seeking enhanced teacher learning and more effective classrooms, and to scholars working in Applied Linguistics and Language Education.

Full text not available from this repository.

More information

e-pub ahead of print date: August 2018
Published date: 2019

Identifiers

Local EPrints ID: 426565
URI: https://eprints.soton.ac.uk/id/eprint/426565
PURE UUID: dd0c9ae4-6e83-47c6-b35d-e0cb08375d51

Catalogue record

Date deposited: 30 Nov 2018 17:30
Last modified: 30 Nov 2018 17:30

Export record

Altmetrics

Download statistics

Downloads from ePrints over the past year. Other digital versions may also be available to download e.g. from the publisher's website.

View more statistics

Atom RSS 1.0 RSS 2.0

Contact ePrints Soton: eprints@soton.ac.uk

ePrints Soton supports OAI 2.0 with a base URL of https://eprints.soton.ac.uk/cgi/oai2

This repository has been built using EPrints software, developed at the University of Southampton, but available to everyone to use.

We use cookies to ensure that we give you the best experience on our website. If you continue without changing your settings, we will assume that you are happy to receive cookies on the University of Southampton website.

×