ABSTRACT
This chapter traces the growth in my teacher research efficacy (TRE) beliefs as I enacted the principles of Exploratory Practice (EP), a form of practitioner research popular in language teaching and learning. The distinct challenges EP presents for teacher–researchers and the setbacks which, at times, can threaten burgeoning self-efficacy beliefs frame further discussion. The autoethnographic account incorporates visual and artefact-based reflection to identify changes in my TRE. The narrative intertwines discussion of key aspects of EP with critical episodes that impacted my self-efficacy beliefs. Three snapshots centre around key dimensions of TRE beliefs as they relate to EP: scaffolding learner–researchers as they set their own research agendas, design of research instruments which integrate research with practice, and the production of coherent oral EP research reports. The results reveal how efficaciousness grew in all three dimensions, emerging from a combination of mastery, vicarious, persuasion, and emotional efficacy-building experiences. The chapter concludes with implications (for prospective/fellow teacher–researchers) which relate to each of the same three TRE dimensions.
