@misc{10481/76514,
year = {2022},
month = {6},
url = {http://hdl.handle.net/10481/76514},
abstract = {Case pedagogy is advocated in teacher education for autonomy as a teacher development
strategy which can empower (student) teachers to understand and explore the implementation
of pedagogy for autonomy. In an initial teacher education module implemented at the
University of Granada (Spain), cases have become a crucial tool for promoting student
teachers’ professional development towards teacher and learner autonomy. One of the
strategies used in the module engages student teachers in exploring the implementation of
pedagogy for autonomy during their internship and writing a case narrative on their
pedagogical intervention. The present paper analyses six cases developed by student teachers
during their internship to examine the dimensions of professional competence towards
teacher and learner autonomy identified by Jiménez Raya et al. (2017) that they developed
during case construction. These dimensions include 1) developing a critical view of
(language) education, 2) centring teaching on learning, 3) managing local constraints to open
up spaces for manoeuvre, and 4) interacting with others in the professional community.},
publisher = {Kanda University of International Studies},
keywords = {Case pedagogy},
keywords = {Teacher autonomy},
keywords = {Learner autonomy},
keywords = {Teacher education},
keywords = {Language education},
title = {Case Pedagogy in Initial Teacher Education: An Analysis of its Contribution to the Development of Professional Competences for Autonomy},
doi = {10.37237/130206},
author = {Jiménez Raya, Manuel and Manzano Vázquez, Borja},
}