The components of the Postmethod Pedagogy

Postmethod pedagogy is first put forward by Kumaravadivelu in 1994. It emerged from the discontent of the conventional methods and the language teaching.

Create efficient teaching professionals.

Teachers will be able to create a
curriculum so that the contents can be relevant.

Raise awareness for language to teaching and teacher education.

The post method teacher is seen as the heart of post method
pedagogy.

Teachers should use research methods as a knowledge and learning strategy.

Create strategies to observe, analyze, and evaluate
their own teaching acts.

particularity

An important pedagogy cannot be constructed without a general improvement of a real and particular situation.

Practicality

A pedagogy of practicacticality aims for a teacher generated a theory practice. It includes:

Teacher autonomy.

Reflective teaching.

Action research.

possibility

Be aware of the sociocultural reality.

Language education provides opportunities for self-identity.

Develop experiences that contribute to the pedagogic practices.

Pedagogical interaction in terms of teachers’ awareness, autonomy, and
authenticity.

Encourage studenyts to take parts
in the contextual activities in the classroom.

Take into account local linguistic, socio-cultural and political particularities.

Engage in a conversation with others.

Promote autonomous learning.

Promote autonomous learning and challenge students to critical thinking.