Titlebook: Exploratory Practice for Continuing Professional Development; An Innovative Approa Assia Slimani-Rolls,Richard Kiely Book 2019 The Editor(s

Guileless

Rebuilding Practitioner Self-Efficacy Through Learner Feedback of teacher self-efficacy, and resulted in a more effective and better connected classroom. EP processes, both in carrying out the exploration, and disseminating the findings fostered a new researcher facet as part of this teacher’s professional identity.

liaison

Choreography

Exploratory Practice in Language Education: How Teachers Teach and Learnch to practice, and as a form of practitioner research, can develop teachers’ pedagogic strategies through working with students to understand classrooms, and to transform the social space of the classroom.

heterogeneous

Meander

amenity

Insight into Learner-Generated Materialstes how this contributes to enhanced good quality of life in the classroom. The study provides a description of the EP classroom research strategies used, examples of student feedback and evaluation of the local pedagogy, and the ways in which students were included in the research process.

柳樹；枯黃

Opportunities and Challenges for Exploratory Practice in the Classroomges, some reflecting positions in CPD and findings of other research studies, others illustrating the unique contribution EP can make. Together, they underline the capacity of EP to transform classrooms through enhancing the knowledge, skills and sense of confidence of the participating teachers.

Chronic

ALOFT

Hemodynamic Aspects of Cerebral Angiomasch to practice, and as a form of practitioner research, can develop teachers’ pedagogic strategies through working with students to understand classrooms, and to transform the social space of the classroom.

opportune

https://doi.org/10.1007/978-3-540-87956-5sformative CPD that we develop in this book. We illustrate how the guiding principles of EP—prioritising quality of life, understanding, collegiality, inclusivity, sustainability, and the use of normal classroom activities as investigative tools—can be inherent driving forces for maintaining the teachers’ search for understanding their practice.