Pedagogy of Experience in Teacher Education for Learner and Teacher Autonomy

Published

2020-01-01

Pedagogía de la experiencia en la formación del profesorado para la autonomía del estudiante y el docente

Keywords:

Autonomy, cases, experience, language teacher education, narratives (en)
autonomía, casos, experiencia, formación de profesores de idiomas, narrativas (es)

Downloads

Authors

Flávia Vieira Universidade do Minho https://orcid.org/0000-0002-6932-4009

Abstract (en)
Abstract (es)

Language teacher education programmes can promote autonomy-oriented change when they are based on a transformative rationale regarding learner and teacher development. This involves adopting an experience-based approach whereby dominant ideas and practices are problematized and opportunities are provided for teachers to learn about, experience, and inquire into autonomy-oriented language teaching practices. A proposal based on the analysis and construction of cases in post-graduate teacher education is presented, in which teachers analyse and design autonomy-oriented action research experiences and produce narratives of inquiry. Six teacher narratives are analysed, showing that experience-based teacher education may enhance teachers’ agency to challenge mainstream practices and explore learner-centred teaching, thus developing professional autonomy in seeking to promote learner autonomy.

Los programas de formación de profesores de idiomas pueden promover un cambio orientado a la autonomía cuando se basan en una lógica transformadora con respecto al desarrollo del alumno y del profesor. Esto implica adoptar un enfoque basado en la experiencia en el que se problematizan las ideas y prácticas dominantes y se brindan oportunidades para que los maestros aprendan, experimenten e indaguen sobre las prácticas de enseñanza de idiomas orientadas a la autonomía. Se presenta una propuesta basada en el análisis y la construcción de casos en la formación docente de posgrado, en la que los docentes analizan y diseñan experiencias de investigación de acción orientadas a la autonomía y producen narrativas de investigación. Se analizan seis narrativas de docentes, lo que demuestra que la formación docente basada en la experiencia puede mejorar la agencia docente para desafiar las prácticas generales y explorar la enseñanza centrada en el alumno, desarrollando así una autonomía profesional en la búsqueda de promover la autonomía del alumno.

Downloads

Download data is not yet available.

References

Attard, K. (2012). The role of narrative writing in improving professional practice. Educational Action Research, 20(1), 161-175. https://doi.org/10.1080/09650792.2012.647754.

Barfield, A., & Alvarado, N. D. (Eds.). (2013). Autonomy in language learning: Stories of practices [Kindle]. Canterbury, UK: IATEFL Learner Autonomy SIG.

Benson, P. (1996). Concepts of autonomy in language learning. In R. Pemberton, E. S. L. Li, W. W. F. Or, & H. D. Pierson (Eds.), Taking control: Autonomy in language learning (pp. 27-34). Hong Kong: Hong Kong University Press.

Benson, P. (1997). The philosophy and politics of learner autonomy. In P. Benson & P. Voller (Eds.), Autonomy and independence in language learning (pp. 18-34). London, UK: Longman.

Benson, P. (2006). Autonomy in language teaching and learning. Language Teaching, 40, 21-40. https://doi.org/10.1017/S0261444806003958.

Brandão, A. C., Monteiro, E., & Costa, L. (2014). TPC: Da tortura para crianças ao tempo de criar. In F. Vieira (Ed.), Re-conhecendo e transformando a pedagogia: Histórias de superVisão (pp. 51-67). Santo Tirso, PT: De Facto Editores.

Carr, W. (2006). Education without theory. British Journal of Educational Studies, 54(2), 136-159. https://doi.org/10.1111/j.1467-8527.2006.00344.x.

Contreras, J., & Pérez de Lara, N. (2010). La experiencia y la investigación educativa. In J. Contreras & N. Pérez de Lara (Eds.), Investigar la experiencia educativa (pp. 21-86). Madrid, ES: Morata.

Costa, M. M., & Barreiro, M. P. (2014). Aprender para falar… falar para aprender. In F. Vieira (Ed.), Re-conhecendo e transformando a pedagogia: Histórias de superVisão (pp. 89-107). Santo Tirso, PT: De Facto Editores.

Dewey, J. (1963). Experience and education. New York, US: Collier Books.

Dutra, D. P., & Mello, H. (2008). Self-observation and reconceptualization through narratives and reflective practice. In P. Kalaja, V. Menezes, & F. Barcelos (Eds.), Narratives of learning and teaching EFL (pp. 49-63). New York, US: Palgrave Macmillan.

Ferreira, P., Precioso, A., Vilela, C., Barros, E., & Azevedo, I. (2014). Quebra de rotinas – Ler com olhos de ver? Ver com olhos de ler. In F. Vieira (Ed.), Re-conhecendo e transformando a pedagogia: Histórias de superVisão (pp. 68-88). Santo Tirso, PT: De Facto Editores.

Ferreira, S., Ribeiro, L., & Pereira, S. (2014). Apresentações orais. Um caso de (in/ter)dependências. In F. Vieira (Ed.), Re-conhecendo e transformando a pedagogia: Histórias de superVisão (pp. 108-129). Santo Tirso, PT: De Facto Editores.

Giroux, H. A. (2014). When schools become dead zones of the imagination: A critical pedagogy manifesto. Policy Futures in Education, 12(4). https://doi.org/10.2304/pfie.2014.12.4.491.

Golombek, P. R., & Johnson, K. E. (2004). Narrative inquiry as a mediational space: Examining emotional and cognitive dissonance in second‐language teachers’ development. Teachers and Teaching, 10(3), 307-327. https://doi.org/10.1080/1354060042000204388.

Golombek, P. R., & Johnson, K. E. (2017). Re-conceptualizing teachers’ narrative inquiry as professional development. Profile: Issues in Teachers’ Professional Development, 19(2), 15-28. https://doi.org/10.15446/profile.v19n2.65692.

Huber, J., Li, Y., Murphy, S., Nelson, C., & Young, M. (2014). Shifting stories to live by: Teacher education as a curriculum of narrative inquiry identity explorations. Reflective Practice, 15(2), 176-189. https://doi.org/10.1080/14623943.2014.883308.

Jiménez Raya, M. (2011). Enhancing pedagogy for autonomy: The potential of a case-based approach in promoting reflection and action. Innovation in Language Learning and Teaching, 5(2), 151-163. https://doi.org/10.1080/17501229.2011.577531.

Jiménez Raya, M. (2017). La pedagogía de casos como estrategia catalizadora del cambio hacía la autonomía del alumno y del profesor en la formación inicial del profesorado de secundaria. Educar em Revista, (63), 67-83. https://doi.org/10.1590/0104-4060.49138.

Jiménez Raya, M., Lamb, T., & Vieira, F. (2017). Mapping autonomy in language education: A framework for learner and teacher development. Frankfurt am Main, DE: Peter Lang. https://doi.org/10.3726/b11095.

Jiménez Raya, M., & Vieira, F. (2015). Enhancing autonomy in language education: A case-based approach to teacher and learner development. Berlin, DE: Mouton de Gruyter. https://doi.org/10.1515/9781614511359.

Johnson, K. E., & Golombek, P. R. (2002). Inquiry into experience: Teachers’ personal and professional growth. In K. E. Johnson, & P. R. Golombek (Eds.), Teachers’ narrative inquiry as professional development (pp. 1-14). Cambridge, UK: Cambridge University Press.

Johnson, D. W., & Johnson, R. T. (1994). Learning together and alone: Cooperative, competitive, and individualistic learning. Massachusetts: Allyn and Bacon.

Kalaja, P., Menezes, V., & Barcelos, A. M. F. (Eds.) (2008). Narratives of learning and teaching EFL. New York, US: Palgrave Macmillan.

Kincheloe, J. L. (2003). Teachers as researchers: Qualitative inquiry as a path to empowerment. London, UK: Routledge Falmer. https://doi.org/10.4324/9780203497319.

Larrosa Bondía, J. (2010). Herido de realidad y en busca de realidad. Notas sobre los lenguajes de la experiencia. In J. Contreras & N. Pérez de Lara (Eds.), Investigar la experiencia educativa (pp. 87-116). Madrid, ES: Morata.

Loughran, J. (2002). Understanding self-study of teacher education practices. In J. Loughran & T. Russel (Eds.), Improving teacher education practices through self-study (pp. 239-248). London, UK: Routledge Falmer.

Lunenberg, M., & Hamilton, M. L. (2008). Threading a golden chain: An attempt to find our identities as teacher educators. Teacher Education Quarterly, 35(1), 185-205.

Lunenberg, M., & Korthagen, F. (2009). Experience, theory, and practical wisdom in teaching and teacher education. Teachers and Teaching, 15(2), 225-240. https://doi.org/10.1080/13540600902875316.

Manzano Vázquez, B. (2018). Teacher development for autonomy: An exploratory review of language teacher education for learner and teacher autonomy. Innovation in Language Learning and Teaching, 12(4), 387-398. https://doi.org/10.1080/17501229.2016.1235171.

Moreira, M. A. (2015). A supervisão pedagógica como prática de transformação: O lugar das narrativas profissionais. Revista Eletrônica de Educação, 9(3), 48-63. https://doi.org/10.14244/198271991380.

Sachs, G. M. T., & Ho, B. (2011). Using cases in EFL/ESL teacher education. Innovation in Language Learning and Teaching, 5(3), 273-289. https://doi.org/10.1080/17501229.2010.537755.

Schön, D. A. (1987). Educating the reflective practitioner. San Francisco, US: Jossey-Bass Publishers.

Schostak, J. (2000). Developing under developing circumstances: The personal and social development of students and the process of schooling. In H. Altrichter, & J. Elliott (Eds.), Images of educational change (pp. 37-52). Buckingham, UK: Open University Press.

Shulman, L. (2004a). Just in case: Reflections on learning from experience. In S. M. Wilson (Ed.), The wisdom of practice: Essays on teaching, learning, and learning to teach (pp. 463-482). San Francisco, US: Jossey Bass.

Shulman, L. (2004b). Theory, practice, and the education of professionals. In S. M. Wilson (Ed.), The wisdom of practice: Essays on teaching, learning, and learning to teach (pp. 521-544). San Francisco, US: Jossey Bass.

Smyth, J. (Ed.) (1987). Educating teachers: Changing the nature of pedagogical knowledge. London, UK: The Falmer Press.

Teixeira, A. C., Neves, A. I., Serdoura, H., & Monteiro, I. (2014). Leitura oral… Qual é o drama afinal? In F. Vieira (Ed.), Re-conhecendo e transformando a pedagogia: Histórias de superVisão (pp. 130-144). Santo Tirso, PT: De Facto Editores.

Vasconcelos, A., Costa, I., & Gonçalves, P. (2014). Todos a bordo – Uma experiência de trabalho colaborativo. In F. Vieira (Ed.), Re-conhecendo e transformando a pedagogia: Histórias de superVisão (pp. 145-168). Santo Tirso, PT: De Facto Editores.

Van Manen, M. (1990). Researching lived experience: Human science for an action sensitive pedagogy. New York, US: The State University of New York.

Vieira, F. (2010). Towards teacher and learner autonomy: Exploring a pedagogy of experience in teacher education. Revista Canaria de Estudios Ingleses, 61, 3-28.

Vieira, F. (Ed.). (2014). Re-conhecendo e transformando a pedagogia: Histórias de superVisão. Santo Tirso, PT: De Facto Editores.

Wenden, A. L. (1999). Metacognitive knowledge and language learning. Applied Linguistics, 19(4), 515-537. https://doi.org/10.1093/applin/19.4.515.

Zeichner, K. M. (1983). Alternative paradigms of teacher education. Journal of Teacher Education, 34(3), 3-9. https://doi.org/10.1177/002248718303400302.

Zeichner, K. (2007). Accumulating knowledge across self-studies in teacher education. Journal of Teacher Education, 58(1), 36-46. https://doi.org/10.1177/0022487106296219.

License

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

You are authorized to copy and redistribute the material in any medium or format as long as you give appropriate credit to the authors of the articles and to Profile: Issues in Teachers' Professional Development as original source of publication. The use of the material for commercial purposes is not allowed. If you remix, transform, or build upon the material, you may not distribute the modified material.

Authors retain the intellectual property of their manuscripts with the following restriction: first publication is granted to Profile: Issues in Teachers' Professional Development.