This paper conducts a bottom-up study of the transformation of a TESOL teacher’s methodology. It finds that the changes in her way of teaching are derived, fundamentally, from changes that took place in her beliefs about effective teaching. They are not surface changes, but deep changes initiated by the teacher without prompting from colleagues or administration. Both individual and contextual factors contribute to the change. This study can contribute to the field of TESOL research and enrich the literature in terms of investigating the facts that contribute to voluntary change and improvement in teaching methodology.
 

teacher change , methodology