The aim of this paper is to analyse different cases developed by various student teachers during the enactment of PA in their practicum experience in order to determine what dimensions of professional competence towards teacher and learner autonomy identified by Jiménez Raya, Lamb and Vieira (2017) they developed.
Case pedagogy is increasingly being advocated as a promising approach to teacher education for autonomy (see Jiménez Raya and Vieira, 2015; Manzano Vázquez, 2014) since cases can help equip (prospective) teachers with the professional skills and competences necessary to implement pedagogy for autonomy (PA) in their classroom and provide them with the avenue to explore the uncertainty and complexity of teaching through pedagogical inquiry, thus enhancing their professional expertise and development. In the module Learning and Teaching of English as a FL developed at the University of Granada (Spain), cases have become an essential tool for preparing pre-service teachers to foster learner autonomy (LA) in their teaching practice and explore their own autonomy as teachers. One of the strategies of the module requires the trainees to promote LA during their practicum and write their own teaching case on the promotion of PA. The aim of this paper is to analyse different cases developed by the student teachers during the enactment of PA in their practicum experience in order to determine what dimensions of professional competence towards autonomy identified by Jiménez Raya, Lamb and Vieira (2017) they developed. These dimensions include 1) developing a critical view of (language) education, 2) centring teaching on learning, 3) managing local constraints so as to open up spaces for manoeuvre, and 4) interacting with others in the professional community. References Jiménez Raya, M., Lamb, T., & Vieira, F. (2017). Mapping autonomy in language education: A framework for learner and teacher development. Frankfurt am Main: Peter Lang. Jiménez Raya, M., & Vieira, F. (2015). Enhancing Autonomy in Language Education: A Case-based Approach to Teacher and Learner Development. New York: Mouton de Gruyter. Manzano Vázquez, B. (2014). Die case method in der Lehrerausbildung für Lernerautonomie im Fremdsprachenunterricht. Jahrbuch Deutsch als Fremdsprache, 40, 177-188.
