Postgraduate teacher education: building a pedagogy of experience, towards a more democratic education
ABSTRACT Postgraduate teacher education can reframe teachers' thinking and actions towards a more democratic education in schools. On the basis of this assumption, a pedagogy of experience in teacher education settings is advocated and a strategy developed in a course of master degree for in-service teachers is described. In that context, teachers develop action-research experiences focused on the learners' autonomy and they produce narratives in which they describe and theorize those experiences, reflecting on their pedagogical and formative value. Through the analysis of six narratives, I will discuss the empowering potential of the approach in the construction of a critical view of education and democratic pedagogical practices.