La pedagogía de casos en la formación inicial del profesorado de lenguas extranjeras: un estudio exploratorio

• Manuel Jiménez Raya ^[1]
  1. [1] Universidad de Granada

     Universidad de Granada

     Granada, España

     
• Localización: Philologia hispalensis, ISSN-e 2253-8321, ISSN 1132-0265, Vol. 34, Nº 1, 2020, págs. 41-61
• Idioma: español
• DOI: 10.12795/PH.2020.v34.i01.03
• Títulos paralelos:
  • Case pedagogy in modern language teacher education: an exploratory study
• Enlaces
  • Texto completo
• Resumen
  • español

    La defensa de la autonomía como objetivo educativo está presente en la investigación sobre la enseñanza de lenguas extranjeras y en la legislación educativa, pero la práctica docente suele permanecer ajena a este énfasis. Esta discordancia se ve reforzada cuando la formación inicial se convierte en un espacio de desempoderamiento en el que se espera que los profesores en formación asimilen y apliquen el conocimiento académico en vez de que indaguen y exploren críticamente su práctica docente. En este trabajo analizo los usos de la pedagogía de casos en la formación docente para la autonomía y defiendo que la pedagogía de casos puede ayudar a la consecución de este objetivo. Si la formación de profesores ha de promocionar el cambio docente hacía la autonomía, necesita centrarse en la experiencia profesional de los profesores e involucrarlos directamente en la reconstrucción del conocimiento educativo y de la práctica docente. A medida que los profesores estudian y/o desarrollan casos centrados en la pedagogía para la autonomía experimentan la oportunidad de fomentar su propia autonomía y de desarrollar una actitud crítica hacia la práctica educativa, haciendo frente a las limitaciones y obstáculos inherentes a la misma.

  • English

    Discourses advocating autonomy pervade current language research and policies but teach-ing practices are often alien to these. This mismatch is reinforced when teacher education represents a disempowering space where student teachers are expected to assimilate and apply academic knowledge, rather than inquire into and explore their own practices. In this paper I analyse the uses of case pedagogy in teacher education for autonomy and argue that case pedagogy can fulfil this purpose. If teacher education is to promote educational change towards autonomy, it needs to focus on the professional experience of teachers and involve them directly in the reconstruction of educational knowledge and practice. As teachers an-alyse and develop inquiry-oriented teaching cases focused on pedagogy for autonomy, they have the opportunity to enhance their own autonomy by developing a critical view of edu-cation, facing constraints and opening up spaces for manoeuvre.

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