Developing Practice With Breakout Rooms

Abstract

Adopting an agential realist perspective, this study reads data from a literature search into breakout rooms through the theory of intra-action and the researcher's experiences working as an EAP teacher across universities in the UK during the COVID-19 pandemic. This chapter is also an exploration of how a diffractive grating theory approach can help promote a closer reading of data, theory, and experience to inform professional development. The resulting conversation discusses points of wonder ranging from an active learning bias to increases in planning time, advice for giving instructions, and the importance of a good monitor. Although the chapter starts philosophically, the results are orientated more to the practitioner. It is hoped that the resulting conversations around the researcher's practice will help spur the reader into new and interesting areas for their own development.