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

Autores/as

DOI:

https://doi.org/10.12795/PH.2020.v34.i01.03

Palabras clave:

Formación inicial docente, pedagogía de casos, método de casos, casos, enseñanza de lenguas modernas

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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Biografía del autor/a

Manuel Jiménez Raya, Universidad de Granada

Catedrático de Universidad Departamento de Filologías Inglesa y Alemana Universidad de Granada

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Publicado

2020-12-17

Cómo citar

Jiménez Raya, M. (2020). La pedagogía de casos en la formación inicial del profesorado de lenguas extranjeras: Un estudio exploratorio. Philologia Hispalensis, 34(1), 41–61. https://doi.org/10.12795/PH.2020.v34.i01.03