Towards Teacher and Learner Autonomy: Exploring a Pedagogy of Experience in Teacher Education

Abstract

The same as teachers, teacher educators must go beyond the technician role and become the authors of their own thoughts and actions through developing a scholarship of teacher education: inquiring into, narrating and disseminating their own practice. This paper results from this kind of scholarship. It presents and illustrates an approach to in-service teacher development that takes professional experience as the basis for promoting teacher and learner autonomy, with a focus on how it enhances a critical view of (language) education and the ability to centre teaching on learning.