Abstract

VIEIRA, Flávia. Pedagogy of Experience in Teacher Education for Learner and Teacher Autonomy. profile [online]. 2020, vol.22, n.1, pp.143-158.  Epub May 28, 2020. ISSN 1657-0790.  https://doi.org/10.15446/profile.v22n1.78079.

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.

Keywords : Autonomy; cases; experience; language teacher education; narratives.

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