In the book, Exploratory Practice for Continuing Professional Development (2018), the authors, Assia Slimani-Rolls and Richard Kiely, offer a comprehensive description of Exploratory Practice (EP) as a tool for the Continuing Professional Development (CPD) of language teachers. Through different parts of the diversity and complexity of language teaching in the last few decades, the authors show how teachers in different types of classrooms can grow professionally by working with their students to understand classroom life and explore their classrooms, where teachers are the most important thing to focus on to improve learning processes and outcomes rather than materials, techniques, technologies, and tests. This well-referenced book is a valuable resource for the continuing professional development of language teachers in a world burdened with methodological complexity and contradictions. Providing teachers and students a voice is an example of how exploratory practice (EP) can assist teachers and others involved in language education in better understanding what is going on in their classrooms and modifying classroom practice appropriately, and it is highly recommended. This book will give readers a clear and easy-to-understand introduction to exploratory practice as a sustainable way for language teachers to keep improving their skills by combining research and practice to solve problems and puzzles in the classroom.
classroom life, continuing professional development, exploratory practice, puzzle
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Recommended APA Citation
Pandin, M. G., & Yanto, E. S. (2022). Exploratory Practice as Practitioner Research: A Review of Exploratory Practice for Continuing Professional Development: An Innovative Approach for Language Teachers. The Qualitative Report, 27(8), 1547-1551. https://doi.org/10.46743/2160-3715/2022.5809