|Abstract||This paper looks at a study conducted in Bangladesh for my doctoral research with teachers against a backdrop of policy level introduction of communicative approach to English Language Teaching and dissatisfaction of different stakeholders, particularly teachers, with curricular reform that was not resulting in learners’ ‘increased proficiency’. A key reason typically given was ‘teacher resistance’; teachers’ perceived unwillingness to incorporate communicative principles in their teaching. Despite considerable consensus about the efficacy of teacher-research what practitioners from postcolonial communities actually say, think or believe about this and the influence on practice of teachers engaging in teacher-research has remained considerably under-reported. I therefore instigated a project to examine whether collaborative research promoted a better understanding of teachers’ own beliefs and policy level changes, and empowered them to make informed choices and devise context-sensitive pedagogies in their unique teaching-learning contexts.
The process of initiating and facilitating collaborative research with colleagues led me to critically reflect on my own beliefs, practices and lived experiences as an ELT practitioner which, while largely shaping my embodied values has hitherto remained implicit. Through critically reflecting on my professional journey I clarify my previously unarticulated values and create my living-educational-theory. I conclude with how I am trying to enhance my educational influence in the learning of social formations, such as the private university I worked for and the Bangladesh government, with recommendations that emerged from my research.