toward a post method pedagogy

In the name of God

Toward a Post method Pedagogy

Professor of Applied Linguistics/TESOL

B. Kumaravadivelu

Limitations of the concept of method

The transmission model of teacher

education

Post-method pedagogy

Resulted in

Conceptualizing Post-method pedagogy

Pedagogy

classroom strategies, instructional materials, curricular objectives, and evaluation measures

Historical, political, and sociocultural experiences that directly or indirectly influence L2 education.

post method pedagogy

three-dimensional system

particularity practicality possibility

A Pedagogy of Particularity

sensitive to a particular group of

teachers

teaching a particular group of learners

pursuing a particular set of goals

within a particular institutional

context

embedded in a particular sociocultural

milieu

language pedagogy should be:

Antithetical to the notion that there can be one set of pedagogic aims and objectives.


Hermeneutics

text interpretation

situational understanding

Pedagogy is local

To ignore local exigencies is to ignore lived experiences

Shamim’s (1996) report


Particularity is a goal and a process, for and through, means

and endsparticularity is not

something we begin with; particularity is something we arrive

at, something we achieve

Becker(1986)

by repeating

Observation

ReflectionAction

pedagogy of particularity should be a pedagogy of practicality

as well

practice of particularity context-sensitive pedagogic knowledge

particular is so deeply embedded in the practical

A Pedagogy of practicality

reflects relationship between theory and practice

There is harmful effects in the theory/ practice dichotomy

In post method pedagogy: theory and practice constitute a dialectical praxis


Professional

theories

by experts

valued from centers of higher learning

Personal theories

are teacher developed

ignored

by interpreting and applying

professional theories in practical

situations

teachers should construct their

personal theories by testing, interpreting,

and judging the usefulness of

professional theories

reflective teaching has done very little to foster genuine teacher development

and to enhance teachers’ roles in educational reform.


action research reflective teaching

to improve practice rather than to produce knowledge

aim Zeichner states

In pedagogy of practicality teachers theorize from their practice and practice what they theorize

Kumaravadivelu says that context-sensitive pedagogic knowledge should emerge from teachers' every day teaching practice so teachers need to be autonomous individuals.

in summary: pedagogy of practicality aims for a teacher-generated theory of practice.


a theory of practice is “an on-going, living, working theory”

a union of action and thought is needed to make theory of practice. action in thought and thought in action

Pedagogical thoughtfulness Max van Manen


insights and intuition reflection and action

Two sides of practicality

unexplained awareness of what

constitutes good teaching

powerful sense of what works and

what doesn’tNot general: for

this teacher in this context

Van Manen calls it sense making

A Pedagogy of possibility

Paulo Freire

empowers participants

works with students experiences

experiences participants bring to the pedagogical setting are shaped by the

learning/teaching episodes and social, economic, and political environment in which they have

grown up.

individual identity

language education provides its participants with challenges and

opportunities for a continual quest for subjectivity and self-identity

A Pedagogy of possibility

Conceptualizing Post-method pedagogy

Pedagogy of particularity

• seeks to facilitate the advancement of a context-sensitive, location-specific pedagogy that is based on a true understanding of local linguistic, sociocultural, and political particularities

pedagogy of practicality

• seeks to rupture such a reified role relationship by enabling and encouraging teachers to theorize from their practice and practice what they theorize.

pedagogy of possibility

• seeks to branch out to tap the sociopolitical consciousness that participants bring with them to the classroom so that it can also function as a catalyst for a continual quest for identity formation and social transformation

Post-Method Learners

it actively seek to help learners recognize

sociopolitical impediments to

realization of their full human potential.

autonomous learners

academic autonomy social autonomy liberatory autonomy

Related to learning

Learning becomes autonomous when learners are willing and able to take

charge of their own learning.

cognitive, metacognitive, and affective techniques

strategies and styles

interpersonal

learners’ ability and willingness to function

effectively as cooperative

members of a classroom community.

critical thinkers

Post-Method Teachers

teacher is an autonomous

individual

competence and confidence

personal knowledge

involves a cognitive

dimension that links

thought with activity.

Teachers have to rely

increasingly on their

personal knowledge of

learning and teaching

to break away from

constraining concept

of method.

Teacher autonomy is

shaped by a professional

and personal knowledge

base that has evolved

through formal and

informal channels of

educational experience

Teacher research starts with desire to self-explore and self-improve.

Post-Method Teachers

a good observation.

Teachers can identifying researchable questions, use questionnaires, surveys, and interviews to gather information, developing interpretive strategies to

observe, analyze, and evaluate their own teaching acts.

Post-Method Teacher Educators

What is needed in post method era, is a fundamental restructuring of teacher education so that it focuses as much on the teacher part of teacher education as on the education part of it.

It is important to recognize teachers' voices and their

visionsBakhtin's theory of utterance "word" or "utterance" is the main unit of meaning.

Dialogic discourse facilitates an interaction between meanings, between belief systems,

interaction produces responsive understanding, as Bakhtin calls it.

Pedagogic exploration is an integral part of post method pedagogy

Post method pedagogy considers research as belonging to the multiple domains of learners, teachers, and teacher educators so they ought to be engaged in pedagogic exploration

Post-Method Practitioners as Pedagogic Explorers

pedagogic explorers may not have adequate research skills

Objectivity

becomes problematic only if it is approached in its traditional sense as: having implications for a wider sphere of pedagogic

activity

Generalizability

Feyerabend argues that there is

no absolute objectivity

even in scientific research.

Problematizing post-method pedagogy

resistance to change

When there is a need to change in

teachers, they have to change not only

their methods and materials but also

their attitudes and beliefs.

Thanks for your attention

toward a post method pedagogy

Education