complexity theory

Despite research on preservice teacher practicums, few studies have examined these experiences through a complexity theory lens to capture the intricate, dynamic interplay of factors involved. Addressing this gap, this qualitative case study explored the multidimensional influences shaping the practicum experiences of three preservice English as a Foreign Language (EFL) teachers in Vietnam. Using an in-depth case study design with semi-structured interviews and classroom observations, the study analyzed the participants' lived experiences across diverse school environments through the lens of complexity theory principles. The findings revealed complex interactions of student factors, curricular demands, resource constraints, and contextual influences shaping the preservice teachers' dynamic, self-organizing learning trajectories as they adapted to emergent needs. Notably, the pivotal role of context profoundly influenced pedagogical decision-making. The study's insights underscore the importance of teacher education programs providing contextualized support and learning opportunities to nurture adaptable, reflective educators responsive to complexity. This research contributes a nuanced complexity theory perspective on the multifaceted nature of preservice EFL teacher learning.

Since reflective practice is regarded as a significant professional learning tool for teachers to change, modify, and reform their educational practices, it is important for teachers to move towards a more creative use of reflection. Thus, imaginative and creative reflective practice can serve as a new approach to enhance teaching efficiency, originality, reflectivity, and practicality. Additionally, teachers can utilize Artificial Intelligence (AI) tools to implement reflective practice in creative and imaginative ways to support innovative reflections and address complex teaching challenges. Accordingly, this study employed imaginative and creative reflective practice with a Chat Generative Pre-Trained Transformer (ChatGPT) as a novel AI tool. This study explored how imaginative and creative AI-oriented reflective practice could contribute to the professional development of EFL teachers within a complex educational system. To this end, the perspectives of six novice and experienced EFL teachers were examined through semi-structured interviews, classroom observations, and post-class discussions within a qualitative case study framework. The findings indicated that teachers were able to transform and reform their belief systems by learning new concepts, reflecting on their practices, innovating knowledge and practice, and initiating change through imaginative and creative AI-oriented reflective practice. The study concludes with suggestions on how to engage language teachers in imaginative and creative AI-oriented reflective practices.