Exploratory Practice in Language Teaching: Conclusions

In writing this book, I have sought to engage with Zeichner & Noffke’s call for investigations of the ‘the conditions that facilitate and obstruct the ability of educators to conduct research on their own practice: (2001: 324). The challenges of practitioner research are many and varied, and Exploratory Practice (EP) is not exempt. We grapple with beliefs about practice and pedagogy, about methodology, and about research. Questions about what ‘counts’ as research, who does it, who reports on it, and who benefits from it are a necessary ethical as well as practical part of any research, and they are thrown into sharp relief by the work reported on here.