Rebuilding Practitioner Self-Efficacy Through Learner Feedback
This chapter is an account of a business English teacher exploring the challenges of obtaining meaningful learner feedback and course evaluations. Striving to integrate research into teaching, and working with students as co-researchers in line with Exploratory Practice (EP) principles, the teacher gathered feedback and evaluations from tertiary level students. Despite some initial doubts and challenges, the experience established a greater sense of teacher self-efficacy, and resulted in a more effective and better connected classroom. EP processes, both in carrying out the exploration, and disseminating the findings fostered a new researcher facet as part of this teacher’s professional identity.
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