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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.
A Pedagogy of Particularity
Hermeneutics
text interpretation
situational understanding
Pedagogy is local
To ignore local exigencies is to ignore lived experiences
Shamim’s (1996) report
A Pedagogy of Particularity
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
A Pedagogy of practicality
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.
A Pedagogy of practicality
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 Pedagogy of practicality
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
A Pedagogy of practicality
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