Abstract
This chapter describes the precarious environment in which modern language teachers (MLTs) in English universities exercise their profession. It provides an account of the theoretical framework of Exploratory Practice (EP), a form of practitioner research which is put forward as an innovative form of continuing professional development for language teachers and discusses teacher identity formation from the narratives that they wrote to make sense of their EP lived experience. The narratives revealed a confidence, a sense of personal pride which in turn enabled exploration, optimism and innovation that led them to develop their identity as practitioner-researchers albeit it remained, for some, overshadowed by the uncertainty of the future of modern languages in higher education.
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