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Enacting Exploratory Practice Principles: Mentoring Language Teaching Professionals

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Developing Language Teachers with Exploratory Practice

Abstract

This chapter outlines how five language teachers working on the prep’ year in a state university in Turkey were supervised as they carried out Exploratory Practice (EP). The supervisor was interested in the extent to which they would adhere to the seven principles of EP whilst doing so. He was also keen to ensure research engagement took place bearing in mind the principles concerning ethical procedures outlined in Kubanyiova (The Cambridge guide to research in language teaching and learning. Cambridge University Press, 2015). The studies chose to focus on the following classroom aspects: student motivation, teacher error-correction, teacher talking time and issuing classroom instructions. The chapter links the outcome of the EP case studies to Allwright’s (Research and practice in language teacher education: Voices from the field. University of Minnesota, 2001) conceptual overview and analysis of the three major processes of teacher development: reflective practice, action research and EP.

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References

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Author information

Authors and Affiliations

  1. Izmir Katip Çelebi University, Izmir, Turkey

    Wayne Trotman

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  1. Wayne Trotman
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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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Trotman, W. (2018). Enacting Exploratory Practice Principles: Mentoring Language Teaching Professionals. 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_3

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  • DOI: https://doi.org/10.1007/978-3-319-75735-3_3

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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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