La pedagogía de casos en la formación inicial del profesorado de lenguas extranjerasun estudio exploratorio

  1. Manuel Jiménez Raya 1
  1. 1 Universidad de Granada
    info

    Universidad de Granada

    Granada, España

    ROR https://ror.org/04njjy449

Revista:
Philologia hispalensis

ISSN: 1132-0265,  2253-8321

Año de publicación: 2020

Volumen: 34

Número: 1

Páginas: 41-61

Tipo: Artículo

DOI: 10.12795/PH.2020.V34.I01.03 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Philologia hispalensis

Resumen

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.

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