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Mentoring Language Teaching Professionals in/through Exploratory Practice

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Developing Language Teachers with Exploratory Practice

Abstract

This chapter tells the story of our experiences of starting Exploratory Practice (EP) in a new and vibrant setting (Professional Development in Turkey and Northern Cyprus). We explore in-service language teacher education with the introduction of EP as an inquiry-based tool for professional development. Engaging teachers as learners of ‘doing-being’ research can be a catalyst for developing from a focus on practitioners as passive recipients of knowledge to active generators of understandings and knowledge. However, this shift poses epistemological challenges for teachers who do not yet have or are still developing a researcher identity. Together with teachers, teacher educators and curriculum developers, we work to understand the complexities of our various educational contexts.

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Author information

Authors and Affiliations

  1. School of Education, University of Leeds, Leeds, UK

    Judith Hanks

  2. Department of English Language Teaching, Bahçeşehir University, İstanbul, Turkey

    Kenan Dikilitaş

Authors
  1. Judith Hanks
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  2. Kenan Dikilitaş
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Correspondence to Judith Hanks .

Editor information

Editors and Affiliations

  1. Department of English Language Teaching, Bahçeşehir University, Istanbul, Turkey

    Kenan Dikilitaş

  2. School of Education, University of Leeds, Leeds, United Kingdom

    Judith Hanks

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Hanks, J., Dikilitaş, K. (2018). Mentoring Language Teaching Professionals in/through Exploratory Practice. In: Dikilitaş, K., Hanks, J. (eds) Developing Language Teachers with Exploratory Practice. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-75735-3_2

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  • DOI: https://doi.org/10.1007/978-3-319-75735-3_2

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  • Publisher Name: Palgrave Macmillan, Cham

  • Print ISBN: 978-3-319-75734-6

  • Online ISBN: 978-3-319-75735-3

  • eBook Packages: Social SciencesSocial Sciences (R0)

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