Les enseignants comme agents du changement dans un système résilient : comprendre les premiers pas des enseignants de langue dans l’enseignement en s’appuyant sur la perspective de la dynamique intentionnelle

This article uses the Intentional Dynamics framework, an ecologically informed variant of Complex Dynamics Systems Theory, to show the potential of complexity thinking as a metatheoretical frame for language education. Data were collected from 33 participants of an MA course in Greece, who were conducting their teaching placement in settings were refugees and migrants were undergoing linguistic education. Qualitative analysis methods were used to identify patterns of activity that sustained existing educational practices, and patterns that could challenge it. This lead to a two-tiered description of the setting: the schools that hosted the participants seemed resistant to the influx of new ideas, but in some cases individual teachers capitalised on affordances for action to engage in transformative learning.