1. In the name of God
Professor of Applied Linguistics/TESOL
B. Kumaravadivelu
2. Limitations of the
concept of method
The transmission
model of teacher
education
Post-method
pedagogyResultedin
3. Conceptualizing Post-method pedagogy
classroom strategies, instructional
materials, curricular objectives,
and evaluation measures
Historical, political, and
sociocultural experiences that
directly or indirectly influence L2
education.
three-dimensional system
particularity practicality possibility
4. 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.
5. A Pedagogy of Particularity
Hermeneutics
text
interpretation
situational
understanding
Pedagogy is local
To ignore local exigencies is to ignore
lived experiences
6. A Pedagogy of Particularity
Particularity is
a goal and a process, for and through, means and ends
particularity is not
something we begin
with; particularity is
something we arrive
at, something we
achieve
Becker
(1986)
by
repeating
7. 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
8. 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
9. 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
10. 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
11. 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
12. 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’t
Not general: for this
teacher in this
context
Van Manen calls it
sense making
13. A Pedagogy of possibility
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.
14. language education provides its participants with
challenges and opportunities for a continual quest
for subjectivity and self-identity
A Pedagogy of possibility
15. Conceptualizing Post-method pedagogy
• 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 particularity
• 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 practicality
• 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
pedagogy of possibility
16. 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
18. 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.
19. 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 visions
Bakhtin'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.
20. 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.
21. 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.
First Lets we have a definition of pedagogy, can any body help me?
A post method pedagogy is a three-dimensional system that consists of three parameters as: particularity, practicality, and possibility
First and foremost, any post method pedagogy has to be a pedagogy of particularity
بعد از نمودار هرمونوتیکa meaningful pedagogy cannot be constructed without a holistic interpretation of particular situations
آخرPedagogies that ignore lived experiences will ultimately prove to be “so disturbing for those affected by them—so threatening to their belief systems—that hostility is aroused and learning becomes impossible”
We know that There is strong support for CLT and we consider it as a dynamic method of teaching, but: Shamim (1996) reports that her attempt to introduce communicative language teaching into her classroom met with a great deal of resistance from her learners, making her “terribly exhausted” and leading her to realize that, by introducing this methodology, she was actually “creating psychological barriers to learning”
اول نمودارWhat do we mean by repeating?
Particularity starts with practicing teachers, observing their teaching acts, evaluating their outcomes, identifying problems, finding solutions, and trying them out to see once again what works and what does not: continual cycle of observation, reflection, and action.
Kolan hmin: By experience in the classroom and practice of particularity we can achieve context-sensitive pedagogic knowledge.
Speaking about practice: we should say particular is so deeply embedded in the practical, we cannot achieve particularity without practice (you remember: observation, reflection, action). So pedagogy of particularity should be a pedagogy of practicality as well
آخرdialectic is a discourse between two or more people holding different points of view about a subject but wish to establish the truth through reasoned arguments
آخر بگو this distinction emphasizes on: reflective teaching and action research
اولthe fundamental aim of action research is to improve practice rather than to produce knowledge but here is a problem: most of the time teachers do as implementers of professional theories and there is little room for self-conceptualization and self-construction of pedagogic knowledge. Many researches point to this limitation as reflective teaching عکسش حالا میاد
اول: A pedagogy of practicality encourages and enables teachers themselves to theorize from their practice and practice what they theorize
آخرActually no theory of practice can be useful and usable unless it is generated through practice.
اول Now teachers want to make theories how they should do that? Any one any idea?
Manen defines pedagogical thoughtfulness as the way that educators grow, change, and deepen themselves as a result of reflecting on living with children. Fed by reflective capabilities of teachers
آخرSense making requires that teachers view pedagogy as a means for understanding and transforming possibilities in and outside the classroom.
اولderived from the works of Paulo Freire
Pedagogy of possibility is concerned with individual identity
Many researchers take the position that any pedagogy is implicated in relations of power and dominance, and is implemented to create and sustain social inequalities. They advocate a pedagogy of possibility that empowers participants. That works with students experiences.
آخر We see how interrelated it can be, for example, an unpublished reports from Palestine indicate how the teaching of English in the secondary schools of the West Bank and Gaza during the intifada movement conditioned and constrained classroom events. There are numerous instances when race, gender, class, and other variables directly or indirectly influence the content and character of classroom input and interaction
آخرWhen we speak about self-identity we go to depth of individual differences that cannot be look at by a special pre planned method.
When it comes to second language instruction it will be more important because languages and cultures are in direct contact with each other. So language teachers can ill afford to ignore the sociocultural reality that influences identity formation in the classroom.
Ok, until now we understood that, kumaravadivelu has looked at a post method pedagogy three-dimensionally as a pedagogy of particularity, practicality, and possibility. The boundaries of the particular, the practical, and the possible are inevitably blurred. They interweave and interact with each other in a synergistic relationship. The whole picture of them mean more than the sum of its parts.
Pedagogy of particularity rejects the advocacy of a predetermined set of generic principles and procedures aimed at realizing a predetermined set of generic aims and objectives.
pedagogy of practicality, post method pedagogy rejects the artificial dichotomy between theorists who have been assigned the role of producers of knowledge and teachers who have been assigned the role of consumers of knowledge.
pedagogy of possibility, post method pedagogy rejects the narrow view of language education that confines itself to the linguistic functional elements that obtain inside the classroom.
آخر: We talked about post method pedagogy but how about the learners? In post method point of view learners should be studied under notion: Post method learners
By using this strategies and styles learners can monitor their learning process and maximize their learning potentials.
بعد از اکادمیک اتانمیLearners can attempt to develop their social autonomy by, seeking their teachers’ intervention to get adequate feedback, collaborating with other learners, taking advantage of opportunities to communicate with competent speakers of the language.
بعد از سوشال اتانمیAs this kind of autonomy is necessary to capture the essence of the post method learner,
بعد از لیبراتوری اتانمیwhat's your idea? How can we educate critical thinkers or liberatory autonomous learners? Have you any experience in your classroom? Have you ever asked your students to talk about differences and similarities of some categories? Have you ever asked your students to categorize and classify some words for example? Have you ever asked your students to role play after a story or to name a story? As I was reading in a paper, they are simple and powerful ways to improve students' critical thinking.
آخر what's your idea? Why kumaravadivelu considers these 2 features for a post method teacher?
According to pedagogy of practicality, teachers need to build and implement their own theory of practice, these two characteristics are essential for teachers to be able to make their own theories. How can a teacher make appropriate theories without being competence and how he can practice his theory without being confident? No way!
بعد از خط اول Contrary to a common misconception it is not a sophisticated or complicated experimental controlled studies. But simply it involves keeping one’s eyes, ears, and mind open in the classroom to see what works and what does not
بعد از پاراگراف اولNot to transmit a set of preselected and pre-sequenced body of knowledge from the teacher educator
بعد از مربعA post method teacher educator provide opportunities for the dialogic construction of meaning out of which an identity or voice may emerge
بعد از مربعNow there is a question of these explorations' objectivity and generalizability
بعد از جنرالزیبیلیتیIt is even inappropriate to talk about generalizability in the context of a post method pedagogy. Instead we should use term: particularizability. Because, in a post method pedagogy, any exploration is by definition context specific.
آخرPost method pedagogy will always remain a work in progress because there are questions raise from special contexts every time.
