The principle of Exploratory Practice

The principle of Exploratory Practice (EP) is based on a philosophy that emphasizes the importance of the quality of life in the language classroom over instructional efficiency. This philosophy has three fundamental tenets: (a) the quality of life in the language classroom is more important than instructional efficiency, (b) ensuring understanding of the quality of classroom life is more essential than developing improved teaching techniques, and (c) understanding the quality of life in the classroom is a social matter that requires mutual understanding and collaboration between teachers and learners.
EP involves practitioners, preferably teachers and learners working together, to understand what they want to understand following their own agendas, not necessarily to bring about change, and not primarily by changing. They use normal pedagogic practices as investigative tools so that working for understanding becomes part of teaching and learning, not extra to it. This way, the work for understanding does not lead to burnout but is indefinitely sustainable. The goal is to contribute to teaching and learning itself and professional development, both individual and collective.
From the overarching sentence, seven general principles have been derived. The first principle puts the quality of life first, and the second principle is to work primarily to understand language classroom life. The third principle is to involve everybody, and the fourth principle is to work to bring people together. The fifth principle is to work for mutual development, and the sixth principle is to integrate the work for understanding into classroom practice. The seventh principle is to make the work a continuous enterprise.
Collegiality becomes crucial to the pedagogic enterprise in EP, and people and the roles they play are considered to be at the heart of the principles of EP. Therefore, Allwright lists six aspects of collegiality, particularly in relation to principles 3, 4, and 5, which include collegiality between teachers and learners, among teachers in the same institution, and between teachers and training and development people, academic researchers, and in a teacher association. The collegiality of EP practitioners is emphasized because any form of EP practice demands mutual benefit and mutual dependence.