Exploratory practice (EP) is a form of practitioner research that has made inroads in second language learning and teaching since the special issue of Language Teaching Research (2003) in which Allwright et al. proposed its reconceptualization in language teaching. Two decades later, this article reports on the influence that EP has accomplished by having its principled framework integrated in the pre-service language teacher education (LTE) programmes of two Brazilian Universities. A British Council funded project (2018–19) enabled a group of Brazilian teacher educators to carry out a qualitative investigation to identify how 44 of their former teacher-learners who undertook these programmes between 2008 and 2018 perceive the value of EP on their professional lives. The thematic analysis of the discourse generated through face-to-face exploratory conversations (ECs) yielded three major themes: (I) how the teachers understand and integrate EP into their working lives; (II) how they overcome institutional pressures through EP engagement; and (III) how they view EP as a way of humanizing students. These themes are pivotal to the processes of understanding EP’s sustainability through the teachers’ perspectives. Having been socialized into EP, these practitioners assert to have found in EP a sustainable source of professional survival and resistance. That is, years after the completion of their LTE programme, the EP principles have helped these teachers to enhance their awareness of classroom challenges by humanizing their students and adopting a way of being in the classroom.

中文翻译：

---

探索性实践 (EP) 的影响：一群前巴西 ELT 教师在毕业多年后如何看待 EP 的价值


探索性实践（EP）是实践研究的一种形式，自《语言教学研究》（2003）特刊（Allwright 等人）发表以来，它已在第二语言学习和教学中取得了进展。提出了其在语言教学中的重新概念化。二十年后，本文报道了 EP 通过将其原则框架纳入两所巴西大学的职前语言教师教育 (LTE) 项目而取得的影响。英国文化协会资助的一个项目 (2018-19) 使一组巴西教师教育工作者能够进行定性调查，以确定 2008 年至 2018 年间参与这些项目的 44 名前师范学习者如何看待 EP 对他们职业生涯的价值。对面对面探索性对话（EC）产生的话语进行主题分析，得出三个主要主题：（I）教师如何理解 EP 并将其融入他们的工作生活；（I）教师如何理解 EP 并将其融入他们的工作生活； (II) 他们如何通过欧洲议会的参与来克服制度压力； (III) 他们如何看待 EP 作为使学生人性化的一种方式。这些主题对于通过教师的角度理解 EP 可持续性的过程至关重要。在融入 EP 后，这些从业者声称在 EP 中找到了职业生存和抵抗的可持续来源。也就是说，在 LTE 项目完成多年后，EP 原则帮助这些教师通过使学生人性化并采用一种课堂方式来提高他们对课堂挑战的认识。