Enhancing autonomy in language education : a case-based approach to teacher and learner development

The book explores the idea that pedagogy for autonomy requires the integration of teacher and learner development and can be enhanced through a case-based approach in teacher education. A case-based approach values experiential professional learning and expands professional competences necessary to promote autonomy in schools: developing a critical view of (language) education; managing local constraints so as to open up spaces for manoeuvre; centring teaching on learning; interacting with others in the professional community. Two strategies to implement the approach are presented and illustrated. The first one involves teachers in designing, implementing and evaluating experiences of pedagogy for autonomy, which are the basis for writing professional narratives and building a case portfolio. The second draws on teachers’ pedagogical experience as the basis for the construction of case materials where experiential elements are combined with theoretical input and reflective tasks, so that the teachers who use those materials can reflect about and explore their own practice. Table of contents Foreword. The deep turn: Education for autonomy at a time teachers need hope Introduction 1 Enhancing autonomy in (language) education 2 Overview of the book Chapter 1.Promoting autonomy in (language) education 1 A brief perspective on schooling 2 The focus on autonomy as a goal of (language) education 3 Pedagogy for autonomy in language education: some practical implications 4 Concluding remarks Chapter 2.Teacher education for autonomy 1 The role of teachers at school 2 The complexity of teaching and teacher education 3 Autonomy and reflective teacher education 4 Concluding remarks Chapter 3. Working with and learning from cases 1 Professional development and the case method 2 What is a case and how can cases be used? 3 Reasons for the use of cases in teacher education 4 Research on the use of cases in teacher education 5 Concluding remarks Chapter 4. Teachers writing cases from their own experience 1 Who are we as teacher educators? 2 Exploring cases for teacher and learner autonomy 2.1 Case analysis 2.2 Case construction 3 Building cases from inquiry into experience 3.1 Getting started: defining the focus and purpose of pedagogical inquiry 3.2 De-schooling professional knowledge 3.3 Students as critical consumers and creative producers of knowledge 3.4 Relearning to write 4 Value and shortcomings of experience-based teacher education 5 Concluding remarks Chapter 5. Teacher educators writing cases from teachers’ experience 1 Designing the cases: teacher educators as architects of professional learning 2 A practical example: developing a hybrid approach 3 Concluding remarks Conclusion References Index The enhancement of autonomy in language education relies heavily on teachers' empowerment and agency as critical intellectuals and reflective practitioners. However, most teacher education programmes are still based on instrumental views of teacher development that undervalue professional experience and expertise. The authors set the ground for alternative practices by proposing and illustrating a case-based approach to language teacher education that values experiential professional learning and expands competences to promote autonomy in school.