Case pedagogy as a catalyst for change towards teacher and learner autonomy in initial teacher training on secondary education

ABSTRACT

Initial teacher education does not only imply preparing student teachers for knowing, thinking and understanding but it involves supporting student teachers in developing understanding in order to act. Several specialists have recommended case pedagogy for initial teacher education, arguing that it can help teacher educators overcome some of the shortcomings of traditional models of teacher education, and it can greatly enhance teacher professional development. Case pedagogy is based on the idea that new knowledge is constructed in connection with prior knowledge, it is directly related to experience, it is transformable and it can change overtime. In addition, case pedagogy helps student teachers understand the complexity of teaching and this encourages experimentation and innovation in teaching. In this paper I maintain that case pedagogy encourages critical reflection, facilitates the understanding of theory and it helps teachers to develop problem-solving skills, linking teaching, research and professional development.

Keywords:
teacher education; case pedagogy; initial teacher education for autonomy