Teacher training within the context of Nucli-IsF/UFLA in the light of Chaos/ Complexity Theory

Abstract

This article presents the factors that stood out during the training of six teachers in the scope of Nucli-DRI / IsF-UFLA in the light of chaos/ complexity theory. This implies understanding and studying teacher education in order to recognize and account for its complexity rather than reducing it. Language teaching and learning is a complex adaptive system (CAS), that is, dynamic, non-linear and adaptive (LARSEN-FREEMAN, 1997; DAVIS; SUMARA). It allows an ecological analysis of teachers' experiences in the classroom and in interaction with other teachers. The collection of experiential data was in an interview, after approximately one year of participation in the IsF program, in which teachers were led to reflect on their linguistic, pedagogical, academic, professional, and personal formation along the journey. The analysis of the interviews showed us that friendship and interaction among the IsF teachers is one of the elements that trigger chaos and self-organization inside these teachers training CAS. For example, one teacher pointed out that peer encouragement and interaction in English gave her confidence not only to teach but also to solve personal matters. In addition, the combination of theory and practice has shown that awareness of the complexity of the factors involved in teacher training has emerged as a facilitator for self-organization and co-adaptation within the ISF team as a group, collaborating with professionalization and minimizing individual and collective frustrations.