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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 0009-0007-6087-7882), Diego Fernandes Coelho Nunes (ORCID 0000-0001-9033-9419), Thelma Christina Ribeiro Côrtes (ORCID 0000-0002-7749-0111)
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
FullText Text:
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  Data: When We Learn Together: Teachers and Students as Co-Practitioners of Learning and Living through Exploratory Practice
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  Data: <searchLink fieldCode="AR" term="%22Beatriz+de+Souza+Andrade+Maciel%22">Beatriz de Souza Andrade Maciel</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0007-6087-7882">0009-0007-6087-7882</externalLink>)<br /><searchLink fieldCode="AR" term="%22Diego+Fernandes+Coelho+Nunes%22">Diego Fernandes Coelho Nunes</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9033-9419">0000-0001-9033-9419</externalLink>)<br /><searchLink fieldCode="AR" term="%22Thelma+Christina+Ribeiro+Côrtes%22">Thelma Christina Ribeiro Côrtes</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7749-0111">0000-0002-7749-0111</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Language+Teaching+Research%22"><i>Language Teaching Research</i></searchLink>. 2025 29(8):3339-3356.
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  Data: 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
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  Label: Peer Reviewed
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  Data: Y
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  Label: Page Count
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  Data: 18
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+6%22">Grade 6</searchLink><br /><searchLink fieldCode="EL" term="%22Intermediate+Grades%22">Intermediate Grades</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+7%22">Grade 7</searchLink><br /><searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Teacher+Researchers%22">Teacher Researchers</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Teachers%22">Language Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Portuguese%22">Portuguese</searchLink><br /><searchLink fieldCode="DE" term="%22Collegiality%22">Collegiality</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Public+School+Teachers%22">Public School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+6%22">Grade 6</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+7%22">Grade 7</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Brazil%22">Brazil</searchLink>
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  Data: 10.1177/13621688241278868
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  Data: 1362-1688<br />1477-0954
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  Label: Abstract
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  Data: 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.
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  Data: 2026
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  Label: Accession Number
  Group: ID
  Data: EJ1491654
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        Value: 10.1177/13621688241278868
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      – SubjectFull: Teacher Researchers
        Type: general
      – SubjectFull: Language Teachers
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      – SubjectFull: English (Second Language)
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      – SubjectFull: Portuguese
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      – SubjectFull: Second Language Instruction
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      – SubjectFull: Public School Teachers
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      – SubjectFull: Grade 6
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      – SubjectFull: Grade 7
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      – SubjectFull: Brazil
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    Titles:
      – TitleFull: When We Learn Together: Teachers and Students as Co-Practitioners of Learning and Living through Exploratory Practice
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            NameFull: Diego Fernandes Coelho Nunes
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