Hanks, Judith Ingeborg <br/><br/>
Exploratory Practice in Language Teaching :  Puzzling About Principles and Practices / 
Judith Hanks. 
 - London :  Palgrave Macmillan,  2017. 
 - xix, 384 p. :  ill. ;  21 cm. 
 - Research and Practice in Applied Linguistics .
<br/><br/> Donated by Jennifer St.John. 
<br/><br/>Includes bibliographical references and index. 
<br/><br/>"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<br/>  Introduction<br/>  What Is Exploratory Practice?<br/>  Why this Book?<br/>  Who Is this Book for?<br/>  Who Am 'I'?<br/>  Where Is Exploratory Practice in the World?<br/>  What's the Impact of Exploratory Practice?<br/>  Before Beginning<br/>  And Finally... PART I The Historical and Conceptual Background to Researching Practice<br/> 2. Introduction to Part One  Introducing Forms of Practitioner Research<br/>  Why So Many Names for Practitioner Research?<br/>  But Isn't Exploratory Practice Just a Form of Teacher Research?<br/>  But Isn't Exploratory Practice Just a Form of Action Research?<br/>  Practitioner Research as a Family<br/>  Mapping Part One 3. From Research to Practitioner Research: Setting Exploratory Practice in Context<br/>  Introduction<br/>  What Do We Mean by 'Research'?<br/>  What Is 'Research'?<br/>  Quantitative Research<br/>  Qualitative Research<br/>  Mixed Methods Research<br/>  Summary<br/>  What Do We Mean by 'Practitioner Research' in Education?<br/>  What Are the Underlying Assumptions Guiding Practitioner Research?<br/>  Who Are the Practitioners?<br/>  What Is the Proper Subject Matter of the Research?<br/>  So What Makes It Research Rather than Random Looking Around?<br/>  Phonesis: Ethical, Practical Wisdom  Problematising Practitioner Research (i): Power, Ownership, and Funding Summary 4. Perspectives on the 'Family' of Practitioner Research  Introduction<br/>  Why So Much Interest in Practitioner Research?<br/>  Working for Improvement (i): Action Research<br/>  Working for Improvement (ii): Reflective Practice<br/>  So Why Don't Practitioners Engage in Research?<br/>  Lack of Time and Resources<br/>  Lack of Expertise<br/>  Lack of Relevance of Research Agenda/Findings<br/>  Lack of Respect<br/>  Problematising Practitioner Research (ii): The Discourse of 'Improvement'<br/>  Summary 5. The Evolution of the Exploratory Practice Framework  Introduction<br/>  Definitions<br/>  The Background<br/>  Where Did It All Begin?<br/>  Puzzling and Understanding, Rather than Problem-Solving<br/>  The Evolution of the Exploratory Practice Framework<br/>  Stage One: Relevance, Collegiality, and Theory-from-Practice<br/>  Stage Two: Developing Understandings<br/>  Stage Three: The Importance of 'Quality of Life'<br/>  Bringing the Story Up-to-Date<br/>  Problematising Exploratory Practice: A Critical Look<br/> 6. Puzzles, Puzzling and Puzzlement  Introduction<br/>  Why Does Exploratory Practice Promote 'Working for Understanding'?<br/>  Why Does EP Promote Puzzlement? What Is It, and Why Is It Seen as Somehow Different?<br/>  Where Do Puzzles Come From?<br/>  So What Differentiates These Questions from the Kind of 'Problems' (or 'Puzzles') Found in Other Forms of Teacher Research?<br/>  What Do Learners Puzzle About?<br/>  What Do Teachers Puzzle About?<br/>  Problematising Puzzling<br/>  A Note of Caution<br/>  The Risks of Sharing Puzzled Thoughts<br/>  Summary PART II Developing Understanding from Practice<br/> 7. Introduction to Part Two  Introduction<br/>  Resisting the Discourse of Improvement<br/>  Inviting Practitioners to Dare to Question<br/>  So How Might this Work in Practice?<br/>  Mapping Part Two 8. Integrating Research and Pedagogy<br/>  Introduction<br/>  Puzzling Over Bringing Research and Pedagogy Together<br/>  Exploratory Practice as Researchable Pedagogy<br/>So What Do You Actually Do?<br/>  Case Study 8.1: 'Why Are Some Students Not Interested in Learning English?': A Story of Developing Mutual Understandings<br/>  Case Study 8.2: 'Why Are My Learners Not Taking Responsibility for Their Learning?': A Story of Gaining Deeper Understandings<br/>  Case Study 8.3 'Why Do the Students Seem Reluctant to Take Responsibility for Themselves?': A Story of Stepping Back for Understanding<br/>  Case Study 8.4: 'Why Do My Students Want Lectures While I Want Discussion?' - A Story of Collegiality<br/>  Summary 9. Collegial Working  Introduction<br/>  Is Exploratory Practice Transplantable to/in Other Contexts?<br/>  What Do Learners Think About It?<br/>  How Does All this Relate to the Exploratory Practice Principles?<br/>  Case Study 9.1: 'Why Do I Ask My Students to Reflect on Their Learning?': A Story of Mutual Development<br/>  Case Study 9.2: 'Why Don't We Bring EP and Learner Autonomy Together?': A Story of Integration<br/>  Case Study 9.3: 'Why Don't We Use EP in Our 'Zemi' Classes?': A Story of Sustainability<br/>  Summary 10. Continuing Personal and Professional Development  Introduction<br/>  Learning as an Ongoing Process<br/>  Who Else Can Be Involved in Working for Understanding?<br/>  Case Study 10.1: 'What's the Link Between EP and CPD?': A Story of Personal and Professional Development<br/>  Case Study 10.2: 'Why Incorporate EP in Teacher Education Programmes?': A Story of Overcoming Burnout<br/>  Case Study 10.3: 'Why Don't We Integrate Theory and Practice in Pedagogy?': A Story of Inclusivity and Relevance<br/>  Case Study 10.4: 'Why Do Teachers and Learners Struggle in the Classroom?': A Story of Quality of Life<br/>  Summary PART III Understanding for Practice 11: Introduction to Part Three  Introduction<br/>  Issues of Culture, Identity, and Meta-puzzling<br/>  The Relationship Between Principles and Practices<br/>Understanding<br/>  Collegiality<br/>  Relevance and Sustainability<br/>  Quality of Life<br/>  The Importance of Trust<br/>  The Exploratory Practice Principles as a Network<br/>  Mapping Part Three 12. Puzzles, Puzzling and Trust   Introduction<br/>  What Puzzles You?<br/>  Practitioners Getting Started<br/>  Refining Puzzled Questions<br/>  A Caveat: How Versus Why<br/>  Moments of Transition<br/>  Puzzling About Puzzlement<br/>  The Need for Trust<br/>  Summary 13. PEPAs, Culture and Identity  Introduction<br/>  Identifying 'Potentially Exploitable Pedagogic Activities' (PEPAs)<br/>  Starting Off: 'Normal Pedagogic Activities'<br/>  From Activities to PEPAs<br/>  Avoiding Recipes<br/>  Developing Understanding(s) of Classroom Cultures and Identities<br/>  Cultures of Pedagogy<br/>  Cultures of Identity<br/>  Summary 14. Conclusions  Introduction<br/>  From Research-as-Practice to Practice-as-Research<br/>Language, Culture, and Identity in Exploratory Practice<br/>  Problematising Problem-Solving<br/>  Looking Ahead: What Next for Exploratory Practice?<br/>  Exploratory Practice as a Form of Research<br/>  Case Study 14.1: 'What Happens When Exploratory Practice Moves Beyond the Classroom?': A Story of Explorations in   Research<br/>  Exploratory Practice as a Form of Scholarship<br/>  Redefining Notions of Pedagogy, Scholarship, and Research<br/>  Implications and Impact<br/>  Suggestions for Future Research<br/>  Summary<br/><br/> PART IV Resources 15. Exploratory Practice Voices  Interview with Dick Allwright<br/>  Interview with Bebel A. Cunha<br/>  Interview with Inés Kayon de Miller<br/>  Interview with Assia Slimani-Rolls<br/>  Interview with Akira Tajino<br/>  Interview with Judith Hanks<br/>  A Final Few Words from Dick Allwright<br/> References Index 
<br/><br/> "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. <br/><br/>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:<br/><br/>1. General Introduction<br/>Introduction<br/>What Is Exploratory Practice?<br/>Why this Book?<br/>Who Is this Book for?<br/>Who Am 'I'?<br/>Where Is Exploratory Practice in the World?<br/>What's the Impact of Exploratory Practice?<br/>Before Beginning<br/>And Finally...<br/><br/>PART I The Historical and Conceptual Background to Researching Practice<br/><br/>2. Introduction to Part One<br/>Introducing Forms of Practitioner Research<br/>Why So Many Names for Practitioner Research?<br/>But Isn't Exploratory Practice Just a Form of Teacher Research?<br/>But Isn't Exploratory Practice Just a Form of Action Research?<br/>Practitioner Research as a Family<br/>Mapping Part One<br/><br/>3. From Research to Practitioner Research: Setting Exploratory Practice in Context<br/>Introduction<br/>What Do We Mean by 'Research'?<br/>What Is 'Research'?<br/>Quantitative Research<br/>Qualitative Research<br/>Mixed Methods Research<br/>Summary<br/>What Do We Mean by 'Practitioner Research' in Education?<br/>What Are the Underlying Assumptions Guiding Practitioner Research?<br/>Who Are the Practitioners?<br/>What Is the Proper Subject Matter of the Research?<br/>So What Makes It Research Rather than Random Looking Around?<br/>Phronesis: Ethical, Practical Wisdom<br/>Problematising Practitioner Research (i): Power, Ownership, and Funding<br/>Summary<br/><br/>4. Perspectives on the 'Family' of Practitioner Research<br/>Introduction<br/>Why So Much Interest in Practitioner Research?<br/>Working for Improvement  (i): Action Research<br/>Working for Improvement (ii): Reflective Practice<br/>So Why Don't Practitioners Engage in Research?<br/>Lack of Time and Resources<br/>Lack of Expertise<br/>Lack of Relevance of Research Agenda/Findings<br/>Lack of Respect<br/>Problematising Practitioner Research (ii): The Discourse of 'Improvement'<br/>Summary<br/><br/>5. The Evolution of the Exploratory Practice Framework<br/>Introduction<br/>Definitions<br/>The Background<br/>Where Did It All Begin?<br/>Puzzling and Understanding, Rather than Problem-Solving<br/>The Evolution of the Exploratory Practice Framework<br/>Stage One: Relevance, Collegiality, and Theory-from-Practice<br/>Stae Two: Developing Understandings<br/>Stage Three: The Importance of 'Quality of Life'<br/>Bringing the Story Up-to-Date<br/>Problematising Exploratory Practice: A Critical Look<br/><br/>6. Puzzles, Puzzling and Puzzlement<br/>Introduction<br/>Why Does Exploratory Practice Promote 'Working for Understanding'?<br/>Why Does EP Promote Puzzlement? What Is It, and Why Is It Seen as Somehow Different?<br/>Where Do Puzzles Come From?<br/>So What Differentiates These Questions from the Kind of 'Problems' (or 'Puzzles') Found in Other Forms of Teacher Research?<br/>What Do Learners Puzzle About?<br/>What Do Teachers Puzzle About?<br/>Problematising Puzzling<br/>A Note of Caution<br/>The Risks of Sharing Puzzled Thoughts<br/>Summary<br/><br/>PART II Developing Understanding from Practice<br/><br/>7. Introduction to Part Two<br/>Introduction<br/>Resisting the Discourse of Improvement<br/>Inviting Practitioners to Dare to Question<br/>So How Might this Work in Practice?<br/>Mapping Part Two<br/><br/>8. Integrating Research and Pedagogy<br/>Introduction<br/>Puzzling Over Bringing Research and Pedagogy Together<br/>Exploratory Practice as Researchable Pedagogy<br/>So What Do You Actually Do?<br/>Case Study 8.1: 'Why Are Some Students Not Interested in Learning English?': A Story of Developing Mutual Understandings<br/>Case Study 8.2: 'Why Are My Learners Not Taking Responsibility for Their Learning?': A Story of Gaining Deeper Understandings<br/>Case Study 8.3 'Why Do the Students Seem Reluctant to Take Responsibility for Themselves?': A Story of Stepping Back for Understanding<br/>Case Study 8.4: 'Why Do My Students Want Lectures While I Want Discussion?' - A Story of Collegiality<br/>Summary<br/><br/>9. Collegial Working<br/>Introduction<br/>Is  Exploratory Practice Transplantable to/in Other Contexts?<br/>What Do Learners Think About It?<br/>How Does All this Relate to the Exploratory Practice Principles?<br/>Case Study 9.1: 'Why Do I Ask My Students to Reflect on Their Learning?': A Story of Mutual Development<br/>Case Study 9.2: 'Why Don't We Bring EP and Learner Autonomy Together?': A Story of Integration<br/>Case Study 9.3: 'Why Don't We Use EP in Our 'Zemi' Classes?': A Story of Sustainability<br/>Summary<br/><br/>10. Continuing Personal and Professional Development<br/>Introduction<br/>Learning as an Ongoing Process<br/>Who Else Can Be Involved in Working for Understanding?<br/>Case Study 10.1: 'What's the Link Between EP and CPD?': A Story of Personal and Professional Development<br/>Case Study 10.2: 'Why Incorporate EP in Teacher Education Programmes?': A Story of Overcoming Burnout<br/>Case Study 10.3: 'Why Don't We Integrate Theory and Practice in Pedagogy?': A Story of Inclusivity and Relevance<br/>Case Study 10.4: 'Why Do Teachers and Learners Struggle in the Classroom?': A Story of Quality of Life<br/>Summary<br/><br/>PART III Understanding for Practice<br/><br/>11: Introduction to Part Three<br/>Introduction<br/>Issues of Culture, Identity, and Meta-puzzling<br/>The Relationship Between Principles and Practices<br/>Understanding<br/>Collegiality<br/>Relevance and Sustainability<br/>Quality of Life<br/>The Importance of Trust<br/>The Exploratory Practice Principles as a Network<br/>Mapping Part Three<br/><br/>12. Puzzles, Puzzling and Trust <br/>Introduction<br/>What Puzzles You?<br/>Practitioners Getting Started<br/>Refining Puzzled Questions<br/>A Caveat: How Versus Why<br/>Moments of Transition<br/>Puzzling About Puzzlement<br/>The Need for Trust<br/>Summary<br/><br/>13. PEPAs, Culture and Identity<br/>Introduction<br/>Identifying 'Potentially Exploitable Pedagogic Activities' (PEPAs)<br/>Starting Off: 'Normal Pedagogic Activities'<br/>From Activities to PEPAs<br/>Avoiding Recipes<br/>Developing Understanding(s) of Classroom Cultures and Identities<br/>Cultures of Pedagogy<br/>Cultures of Identity<br/>Summary<br/><br/>14. Conclusions<br/>Introduction<br/>From Research-as-Practice to Practice-as-Research<br/>Language, Culture, and Identity in Exploratory Practice<br/>Problematising Problem-Solving<br/>Looking Ahead: What Next for Exploratory Practice?<br/>Exploratory Practice as a Form of Research<br/>Case Study 14.1: 'What Happens When Exploratory Practice Moves Beyond the Classroom?': A Story of Explorations in Research<br/>Exploratory Practice as a Form of Scholarship<br/>Redefining Notions of Pedagogy, Scholarship, and Research<br/>Implications and Impact<br/>Suggestions for Future Research<br/>Summary<br/><br/>PART IV Resources<br/><br/>15. Exploratory Practice Voices<br/>Interview with Dick Allwright<br/>Interview with Bebel A. Cunha<br/>Interview with Inés Kayon de Miller<br/>Interview with Assia Slimani-Rolls<br/>Interview with Akira Tajino<br/>Interview with Judith Hanks<br/>A Final Few Words from Dick Allwright<br/><br/>References<br/><br/>Index 
<br/><br/><label>ISBN: </label>9781137457110 (pbk) 
<br/><br/><label>Subjects--Topical Terms: </label><br/>Education.<br/>English language.<br/>Language and education.<br/>Language and languages--Study and teaching.<br/>Langage et langues--Étude et enseignement.<br/>Education.<br/>Language Teaching.<br/>Language Education.