Introduction to Part 3

Part Three invites you to consider your responses to Exploratory Practice (EP) in your own contexts. How might you, whether you are a learner, or teacher, or teacher educator, or educational psychologist (etc.), begin? What might you actually do to investigate? What can you (we) learn from what others have already done, and what are the pitfalls to watch out for? In the worksheets, vignettes, case studies, and references to published work by others, I hope to demonstrate the range and potential of EP. Once again, though, I should state clearly that these are not steps to be followed; there is no recipe, no ‘one right way’, but rather a multitude of possible ways, which might inspire readers to engage in their own EP work. Part Three, then, is about developing our understandings for practice, in the sense of ‘What might an interested practitioner do (to start off, to continue, to take further) with EP?’, adding also ‘What questions do we still need to ask of/about EP?’. In sum: ‘What can we learn for practice?’