When We Learn Together: Teachers and Students as Co-Practitioners of Learning and Living through Exploratory Practice
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| Title: | When We Learn Together: Teachers and Students as Co-Practitioners of Learning and Living through Exploratory Practice |
|---|---|
| Language: | English |
| Authors: | Beatriz de Souza Andrade Maciel (ORCID |
| Source: | Language Teaching Research. 2025 29(8):3339-3356. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Grade 6 Intermediate Grades Middle Schools Grade 7 Junior High Schools Secondary Education |
| Descriptors: | Teacher Researchers, Language Teachers, English (Second Language), Portuguese, Collegiality, Teacher Student Relationship, Foreign Countries, Second Language Instruction, Public School Teachers, Grade 6, Grade 7 |
| Geographic Terms: | Brazil |
| DOI: | 10.1177/13621688241278868 |
| ISSN: | 1362-1688 1477-0954 |
| Abstract: | In this article, we address collegiality among students and teachers and its potential for promoting meaningful experiences in teaching-learning processes. We analyse episodes drawn from the pedagogical practices of two of the authors of this text, who have taught English (Episode 1) and Portuguese (Episode 2). These episodes took place in two Brazilian public sector schools located in the state of Rio de Janeiro. Throughout our discussion, as Brazilian teacher-researchers, we align ourselves with studies on teaching-learning and language teacher education developed by the Exploratory Practice Group of Rio de Janeiro, with studies on autoethnography, as well as with the theoretical-analytical tools of narrative studies. As a result, we found that teaching proposals that encourage collaboration between students and teachers can promote meaningful experiences in the teaching-learning process. These proposals may not be easily negotiated due to power relations in the interactions between teachers and students. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1491654 |
| Database: | ERIC |
| Abstract: | In this article, we address collegiality among students and teachers and its potential for promoting meaningful experiences in teaching-learning processes. We analyse episodes drawn from the pedagogical practices of two of the authors of this text, who have taught English (Episode 1) and Portuguese (Episode 2). These episodes took place in two Brazilian public sector schools located in the state of Rio de Janeiro. Throughout our discussion, as Brazilian teacher-researchers, we align ourselves with studies on teaching-learning and language teacher education developed by the Exploratory Practice Group of Rio de Janeiro, with studies on autoethnography, as well as with the theoretical-analytical tools of narrative studies. As a result, we found that teaching proposals that encourage collaboration between students and teachers can promote meaningful experiences in the teaching-learning process. These proposals may not be easily negotiated due to power relations in the interactions between teachers and students. |
|---|---|
| ISSN: | 1362-1688 1477-0954 |
| DOI: | 10.1177/13621688241278868 |
