From Applying Theory to Theorising Practice: building small-t theories in Greek ELT

This paper discusses critical reflection as a means for professional development. I argue that the prevailing model of teacher education encourages a counterproductive divide between theory and practice. I then advance the idea that theorising, i.e. structured reflection about practice, can provide more empowering alternative for developing teachers. I distinguish between grand theoretical narratives (Theories) and personally relevant understandings (theories), and I present a conceptual framework that can help to derive the latter. Finally, using the framework as a conceptual tool and instances of professional discourse as prompts, I present examples of how theories can be generated.