Books:
  • Allwright, D. & Hanks, J. (2009). The developing language learner: An introduction to Exploratory Practice. Basingstoke: Palgrave Macmillan.
  • Dikilitaş, K., & Hanks, J. (Eds.). (2018). Developing Language Teachers with Exploratory Practice: Innovations and explorations in language education. London: Palgrave Macmillan.
  • Gieve, S., & Miller, I. K. (Eds.). (2006). Understanding the language classroom. London: Palgrave Macmillan.
  • Hanks, J. (2017). Exploratory Practice in Language Teaching: Puzzling about principles and practices. London: Palgrave Macmillan.
  • Slimani-Rolls, A. & Kiely, R. (Eds.). (2018). Exploratory Practice for continuing professional development: An innovative approach for language teachers. London: Palgrave Macmillan.
  • Tajino, A., Stewart, T., & Dalsky, D. (Eds.). (2016). Team teaching and team learning in the language classroom: Collaboration for innovation in ELT. Abingdon: Routledge.
  • Yoshida, T., Imai, H., Nakata, Y., Tajino, A., Takeuchi, O., & Tamai, K. (Eds.). (2009). Researching language teaching and learning: An integration of practice and theory. Bern: Peter Lang.

Journal Articles:
  • *Allwright, D. (2003). Exploratory Practice: Rethinking practitioner research in language teaching. Language Teaching Research 7(2), 113–141.
  • Allwright, D. (2005a). Developing principles for practitioner research: The case of Exploratory Practice. Modern Language Journal 89(3), 353–366.
  • Allwright, D. (2005b). From teaching points to learning opportunities and beyond. TESOL Quarterly 39(1), 9–31.
  • Allwright, D., & Lenzuen, R. (1997). Exploratory Practice: Work at the Cultura Inglesa, Rio de Janeiro, Brazil. Language Teaching Research 1(1), 73–79.
  • Banister, C. (2021). Harnessing learner research agendas to continuously explore EAP learners’ needs. Journal of English for Academic Purposes, 51, 100980. https://doi.org/10.1016/j.jeap.2021.100980
  • Banister, C. (2018). Scaffolding Learner Puzzling in Exploratory Practice: Perspectives From the Business English Classroom. Profile: Issues in Teachers' Professional Development, 20(2), 17–33. https://doi.org/10.15446/profile.v20n2.67805
  • Banister, C. (2020). Exploring peer feedback processes and peer feedback meta-dialogues with learners of academic and business English. Language Teaching Research, 136216882095222. https://doi.org/10.1177/1362168820952222
  • Consoli, S. (2022). Practitioner research in a UK pre-sessional: The synergy between Exploratory Practice and student motivation. Journal of English for Academic Purposes, 57, 101–108. [LINK]
  • Costantino, A., & Slimani-Rolls, A. (2018). Practitioner research and the challenges of the good teaching canon in a multilingual and multicultural globalized society. Revista SOLETRAS, 35, 72–96.
  • Crane, C. (2015). Exploratory practice in the FL teaching methods course: A case study of three graduate student instructors' experiences. L2 Journal 7(2), 1–23.
  • Etherington, S., Hanks, J., & Al-Shehri, E. (2020). ‘Sticky objects’ and pathways to well-being and resilience: Teacher understandings of and practices in positive psychology in their classrooms. Available from here.
  • *Gunn, C. (2003). Exploring second language communicative competence. Language Teaching Research 7(2), 240–258.
  • Gunn, C. (2005). Prioritising practitioner research: An example from the field. Language Teaching Research 9(1), 97–112.
  • Gunn, C. (2010). Exploring MA TESOL student ‘resistance’ to reflection. Language Teaching Research 14(2), 208–223.
  • Gutierrez, A., Slimani-Rolls, A., & Rowell, C. (2018). Assessment as a learning process: the use of Exploratory Practice to empower students and foster teacher development. Revista SOLETRAS, 35, 55–71. DOI: https://www.e-publicacoes.uerj.br/index.php/soletras/article/view/34447
    Hanks, J. (2015a). 'Education is not just teaching': learner thoughts on Exploratory Practice. ELT Journal, 69(2), 117–128.
  • Hanks, J. (2015b). Language teachers making sense of Exploratory Practice. Language Teaching Research, 19(5), 612–633.
  • ​Hanks, J. (2017). Integrating research and pedagogy: An Exploratory Practice approach. System 68, 38–49. 
  • Hanks, J. (2018). Supporting language teachers as they engage in research. ETAS Special Supplement Research Literacy Part 3: Supporting teacher research in English language teaching, 35(3),  pp. 48–50.
  • **Hanks, J. (2019a). From research-as-practice to exploratory practice-as-research in language teaching and beyond. Language Teaching, 52(2), 143–187. 
  • Hanks, J. (2019b). Identity and trust: Issues raised when practitioners engage in researching practice. The European Journal of Applied Linguistics and TEFL, 8(2), pp. 3–22.
  • Hanks, J. (2021). Co-production and multimodality: learners as co-researchers exploring practice. Educational Action Research, 29(3), pp. 462–482
  • Hanks, J. et al. (2021). Educator Wellbeing: Quality of life, inclusion and belonging in/after the COVID-19 Pandemic. BERA Research Intelligence ‘The state of the discipline’, 149. pp. 22–23.
  • Hanks, J. (2022). Integrating research into language teaching and learning: Learners and teachers as co-researchers exploring praxis. Language Teaching. FirstView.
  • Hanks, J., Miller, I. K., Cunha, M. I. A. (in Press). Collaboration, collegiality, co-production: Mentoring exploratory practitioners in international contexts. In M. Wyatt & K. Dikilitas (Eds.) International Perspectives on Mentoring in English Language Education.
  • Kato, Y. & Hanks, J. (2021). Learner-initiated exploratory practice: Revisiting curiosity. ELT Journal.
  • Kuschnir, A. N., & dos Santos Machado, B. (2003). Puzzling, and puzzling about puzzle development. Language Teaching Research, 7(2), 163–180.
  • Lyra, I., Fish, S., & Braga, W. (2003). What puzzles teachers in Rio de Janeiro, and what keeps them going? Language Teaching Research, 7(2), 143–162.
  • *Miller, I. K. (2003). Researching teacher-consultancy via Exploratory Practice. Language Teaching Research, 7(2), 201–219.
  • Miller, I. K., Cunha, M. I. A., & Allwright, D. (2021). Teachers as practitioners of learning: the lens of exploratory practice. Educational Action Research, 29(3), 447–461.
  • Moraes Bezerra, I. C. R., & Miller, I. K. (2015). Exploratory Practice and new literacy studies: Building epistemological connections. Pensares em Revista 6, São Gonçalo: Rio de Janeiro, 90–128.
  • Pinner, R. S., & Hanks, J. (2024). Talking intuition into consciousness: A discursive approach to evolving an understanding. Journal for the psychology of language learning, 5(2), 21-33.
  • *Slimani-Rolls, A. (2003). Exploring a world of paradoxes: An investigation of group work. Language Teaching Research, 7(2), 221–239.
  • Slimani-Rolls, A. (2005). Rethinking task-based language learning: What we can learn from the learners. Language Teaching Research, 9(2), 195–218.
  • Slimani-Rolls, A., & Banister, C. (2021). Practitioner Research as a Principled Framework for Continuing Professional Development for English Language. ELT Research Issue, 36. Faversham: IATEFL.
  • Slimani-Rolls, A., Crane, C., Hanks, J., & Miller, I. K. (2024). Introduction to the special issue: Challenges and practices to advance sustainable and inclusive practitioner research. Language Teaching Research, OnlineFirst. https://doi.org/10.1177/13621688241293155
  • Slimani-Rolls, A. & Kiely, R. (2014). We are the Change we seek: developing a teachers’ understanding of classroom practice. Innovations in Education and Teaching International, 51(4), 425–435. [This project was conducted with languages and business staff.]
  • Tajino, A., & Smith, C. (2005). Exploratory practice and soft systems methodology. Language Teaching Research 9(4), 448–469.
  • Vaattovaara, J. (2017). Evidencing the passion of language teachers’ research engagement: The case of a University Pedagogy ALMS course module. Language Learning in Higher Education 7(2), 461–473.
  • Wyatt, M., Burns, A. & Hanks, J. (2016). Teacher/practitioner research: Reflections on an online discussion. TESL-EJ, 20(1), 1–22.

*Language Teaching Research 7(2) published in April 2003 is a special issue dedicated to Exploratory Practice.
​
**This is a state-of-the-art paper which summarised EP currently ​taking place in 17 countries: Australia, Brazil, China, Finland, Italy, Israel, Japan, Jordan, Northern Cyprus, Oman, Singapore, Taiwan, Thailand, Turkey, United Arab Emirates (UAE), United Kingdom (UK), United States of America (USA).

Book Chapters:
  • Allwright, D. (2008). Prioritising the human quality of life in the language classroom: Is it asking too much of beginning teachers? In G. Gil & M. H. Vieira-Abrahao (Eds.), Educação de Professores de Línguas: os desafios do formador (pp. 127-144). Sao Paolo: Pontes.
  • Allwright, D., & Miller, I. K. (2012). Burnout and the beginning teacher. In D. Soneson, & E. Tarone, with A. U. Chamot, A. Mahajan, & M. Malone (Eds.), Expanding our horizons: Language teacher education in the 21st century (pp.101-115). Minneapolis, MN: Center for Advanced Research on Language Acquisition (CARLA).
  • Banister, C. (2019). Rebuilding practitioner self-efficacy through learner feedback. In A. Slimani-Rolls & R. Kiely, Exploratory Practice for Continuing Professional Development: An Innovative Approach for Language Teachers (pp. 135–151). Palgrave Macmillan.
  • Barcellos, J., & Miller, I. K. (2013). Narrativas de paisagens compartilhadas: Um estudo do discurso construído por professores de inglês de escolas municipais do Rio de Janeiro. In G. Carvalho, D. Rocha, & Z. Vasconcellos (Eds.), Linguagem: Teoria, análise e aplicações (pp. 8-17). Rio de Janeiro, RJ: Programa de Pós-graduação em Letras da UERJ.
  • Barreto, B. C., Miller, I. K., & Góes Monteiro, M. C. (2015). Por que trabalhar com a Prática Exploratória na formação inicial de professores? In C. Bokel Reis, & W. Soares dos Santos (Eds.), Formação de professores de línguas em múltiplos contextos (pp. 57-83). Campinas, SP: Pontes Editores.
  • Barreto, B. C. B., Reis, B. M., Miller, I. K.; Monteiro, M. C. G., Cunha, M. I. A., Moura, S. M. L. (2019). Atividades com potencial exploratório: Caminhos para a coconstrução de entendimentos, In M.R. Mastrella-de-Andrade, C. A. Pereira Filho, M. C. Torre Aranda, K. A. Silva, & J. F. Nascimento (Ed.), Ensino-aprendizagem de línguas, parceria universidade-escola, estágio (pp. 51-72). Brasília, Teresina: EDUFPI, Available at: https://gecal-unb.com.br/livros-clafpl/
  • Consoli, S. (2021). Understanding motivation through ecological research: The case of Exploratory Practice. In Sampson, R. and Pinner, R. (Eds.), Complexity perspectives on researching language learner and teacher psychology. Multilingual Matters. [LINK]
  • Consoli, S. (2021). The teacher-researcher & student-participant relationship: What risks can we take? In Hall, C. and Cunningham, C. (Eds.), Vulnerabilities, challenges and risks in applied linguistics. Multilingual Matters. [LINK]
  • Costantino, A. (2018). A Written Feedback Puzzle. Understanding 'Local' Pedagogy. In Slimani-Rolls, & A., Kiely, R. Exploratory Practice for Continuing Professional Development: An Innovative Approach for Language Teachers. Palgrave Macmillan.
  • Costantino, A. (2019). Space and Time for Understanding(s): The Recursive Cycle of Language Education and Classroom Enquiry. In Kostoulas, A. (Ed.). Challenging Boundaries in Language Education. Cham: Springer. 
  • Costantino, A., & Hawrylko, D. (2020). Practising inclusivity: Building teacher-learner collaboration through puzzling. In A. Mukadam & S. Mawani (Eds.). Reflections in Higher Education. Berlin: Logos Verlag.  
  • Crane, C., Sadler, M., Ha, J. A., & Ojiambo, P. (2013). Beyond the methods course: Using exploratory practice for graduate student teacher development. In: H. W. Allen & H. Maxim (Eds.), Educating the future foreign language professoriate for the 21st century (pp. 107-27). AAUSC Issues in Language Program Direction. Boston: Heinle.
  • Cunha, M. I. A., Miller, I. K. (Forthcoming). Studying practitioners’ concerns through their puzzles. In D. Banegas, D. & R. Smith. British Council Action Research Awards Scheme, London: The British Council.
  • Grupo da Prática Exploratória do Rio de Janeiro. (Forthcoming). Por que trabalhar para entender a sala de aula? Histórias da Prática Exploratória. E-book.
  • Grupo da Prática Exploratória do Rio de Janeiro. (Forthcoming).  As reuniões do grupo da Prática Exploratória RJ: Uma forma de resistência em tempos adversos. In J. Cardoso, & P. Arantes (Ed.), Diálogos sobre ensino e aprendizagem em tempos de resistência.
  • Hanks, J., Wedell, M., Zhang, R. & Wang, Y. (2024). More Embedded than Explicit: Promoting reflection on an MA TESOL programme in China. IN A. Cirocki, M. Wyatt, X.A. Gao (Eds) Developing Reflective TESOL Practitioners Through Teacher Education: Insights From Asia (pp. 251-277). Springer.
  • Miller, I. K., Barreto, B. C., Moraes Bezerra, I. C. R., Cunha, M. I. A., Braga, W. G., Kuschnir A. N., & Sette, M. L. (2008). Prática exploratória: Questões e desafios. In G. Gil, & M. H. Abrahão (Eds.), A formação do professor de línguas: Os desafios do formador (pp. 145-165). Campinas, SP: Pontes Editores.
  • Miller, I. K. (2010). Construindo parcerias universidade-escola: Caminhos éticos e questões crítico-reflexivas. In T. Gimenez & M. C. G. Góes (Eds.), Formação de professores de línguas na América Latina e transformação social (pp. 109-129). Campinas: Pontes Editores.
  • Miller, I. K. (2012). A Prática Exploratória na educação de professores de línguas: inserções acadêmicas e teorizações híbridas. In K. Silva, F. G. Daniel, S. M. Kaneko-marques, & A. C. B. Salomão (Eds.), A formação de professoras de linguas: novos olhares (pp. 317-339). Campinas: Pontes Editores.
  • Miller, I. K. (2013) Formação inicial e continuada de professores de línguas: da eficiência à reflexão crítica e ética. In L. P. Moita Lopes (Ed.), Linguística Aplicada na modernidade recente: Festschrift para Antonieta Celani, São Paulo: Parábola Editorial: 99-121, 257-266.
  • Miller, I. K., Côrtes, T. C. R., Oliveira, A. F. A., & Braga, W. G. (2015). Exploratory practice in initial teacher education: Working collaboratively for understandings. In D. Bullock & R. Smith (eds.), Teachers Research! (pp. 65-71). Faversham: IATEFL.
  • Miller, I. K. and Cunha, M. I. A. (2016) ‘Exploratory Practice in Continuing Professional Development: Critical and Ethical Issues’, in K. Dikilitas and I. H. Erten (eds.) Facilitating In-Service Teacher Training for Professional Development (pp. 61-85). USA: IGI Global.
  • Miller, I. K., & Cunha, M. I. A. (2019). Exploratory Practice: integrating research into regular pedagogic activities. In S. Walsh & S. Mann (Ed.) The Routledge Handbook of English Language Education (pp. 583-595). London: Routledge.
  • Miller, I. K., Cunha, M. I. A., & Moraes Bezerra, I. C. R., Nóbrega, A.N., Ewald, C.X., & Braga, W.G. (2019). Teaching English to young learners: Some reflective voices from Latin America, In S. Garton, & F. Copland (Ed.), The Routledge Handbook of Teaching English to Young Learners (pp. 508-522). London: Routledge.
  • Miller, I. K., Góes Monteiro, M. C., & Barreto, B. C. (2019). Work for 'understanding' as innovation in initial teacher education programs. In Th.Al Barwani, M. A. Flores, & D. Imig (Ed.), Leading change in teacher education: Lessons from countries and education leaders around the globe (pp. 23-37). London: Routledge.
  • Moraes Bezerra, I. C. R., Gomes, G. S. C., & Rodrigues, R. L. A. (2019). Saberes docentes em construção: Um olhar exploratório à prática de orientação e de pesquisa. In M.R. Mastrella-de-Andrade, C. A. Pereira Filho, M. C. Torre Aranda, K. A. Silva, & J.F. Nascimento (Ed.), Professores de línguas em foco: identidades, cultura, crenças e tecnologias (pp. 28-51). Teresina: EDUFPI, 2019, v. 1.
  • Moraes Bezerra, I. C. R., & MILLER, I. K. (2019). Prática Exploratória e os novos estudos do letramento: Construindo conexões epistemológicas. In Wiedemer, M. L. (Org.). Estudos linguísticos contemporâneos: Questões e tendências (pp. 91-157). Rio de Janeiro: Autografia.
  • Nóbrega, A. N. A., Braga, W.G., Nunes, A. B. O. S., & Martins, M. A. (2016). Narrativas exploratórias do PIBID 2015: Entendimentos pessoais e coletivos. Symposium Paper presented at the VI Congresso Latino-Americano de Formação de Professores de Línguas. Universidade Estadual de Londrina, Paraná, Brasil.
  • Slimani-Rolls, A. (2019). Modern foreign language teacher identity construction through engagement with Exploratory Practice: The future will tell (pp. 117-141). In M. Gallardo. (Ed.).  Negotiating identity in modern foreign language teaching. London: Palgrave Macmillan. ISBN 978-3-030-27708-6
  • Slimani-Rolls, A. (2019). Developing a teacher learning community through Exploratory Practice (pp. 3-10). In K. Dikilitas, M. Wyatt, A. Burns & G. Barkhuizen, (Eds.). Energising Teacher Research.  Faversham: IATEFL. 978-1-912588-25-1.
  • Slimani-Rolls, A. (2020). Exploratory Practice in language teaching and learning. In S. Troudi (Ed.).  Critical issues in teaching English and language education: International research perspectives. London: Palgrave Macmillan. ISBN 978-3-030-53296-3
  • Stewart, A., Croker, R., & Hanks, J. (2014). Exploring the principles of Exploratory Practice: Quality of Life or Quality of Learning? In A. Barfield & A. Minematsu (eds.), Learner development working papers: Different cases: Different interests (pp. 132-148). Tokyo: JALT Learner Development SIG.
  • Zhang, R. & Hanks, J. (2024). Support for career-long development of language teacher self-efficacy beliefs: Two Chinese EFL teachers’ stories of professional development. IN M. Wyatt & F. Faez (Eds.) Building the self-efficacy beliefs of English language learners and teachers: New perspectives for research, teaching and learning (pp. 126-147). Routledge.

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