Linking principle and practice in initial language teacher education for learner and teacher autonomy: The case for student teacher case writing

Abstract

Initial teacher education is often criticised because of its focus on the learning of theory separate from practice. This separation is in some contexts a reality imposed from above. The focus on transmissive teacher education practices, as research has shown, often results in student teachers’ inability to apply this knowledge when they have to teach. Hence the connection between teacher education and actual teaching is not perceived by student teachers. In order to try to circumvent this problem, I have incorporated in my practice case pedagogy. In this chapter, I explore the role of student teachers design, implementation, analysis, and writing of their own cases in order to break the division between principle and practice, encouraging them to think and to act like a teacher. This professional development strategy emphasises active teaching, assessment, observation, and reflection on practice rather than abstract discussion. Furthermore, it encourages both the application of knowledge to practice and the generation of practical knowledge. I conclude that case writing is a powerful professional development strategy that focuses on student teacher learning and helps them develop the pedagogical skills to teach.