A self-adaptive model of TESOL teacher education in a Non-Anglophone context

Abstract

This study presents a trial implementation of an original model for language teacher education, the Self-Adaptive Model, developed in accord with emerging ideas in interrelated fields. It investigates to what extent, if any, the implementation of this model with a group of TESOL teachers in Brazil promoted changes in participants’ classroom practices which were consistent with the principles of the model implemented. Although the crucial concepts utilised in the rationale of this study have been previously discussed, no study to date has combined such concepts in a documented implementation of a model of language teacher education aimed at changing teaching and learning practices at classroom level. Results of the study reveal that the implementation of the Self-Adaptive Model did promote changes in classroom practices which were in accord with the principles of the model and that these changes impacted positively on teachers’ and students’ classroom behaviour.