Method vs Post-method - created from Mind Map

Seite 1

Method

Post-method

Relationship

Characteristics

Limitations

Classes

Implications for English teachers.

Specified set of theoritical principes, specified set of classroom procedures

Constructive by experts

Practical approach to learn and teach

Methods are not able to predic teaching need, wants, and situations that vary everyday

They are not anchored in any specific learning and teaching context.

They reduced the understanding of language teaching.

It is too limited to explain the complexity of language teaching operations.

Language-centered method: Based on linguistics and grammatical structures.

Learner-centered method: Based on the learner needs.

Learning-centered method: Concerned with learning processes

Teachers feel dissaticfaction with stablished methods.

Teachers used a particular method which does not adapt the theoretical principles and classroms procedures.

Teachers are not consistend with the adopted method.

Teachers do not follow tasks associated with any stablished method.

Teachers follow different methods usig the same classroom procedures.

Characteristics

Implication for English teachers.

This is an alternative to method.

Bottom-up processes

Teacher autonomy.

Pragmatism. (Relationship between theory and practice).

Three-dimentional system: 1. particularity. 2. Practicaly. 3. Possibility.

Teacher should have a "sense of plausibility" . It means their subjective way they understand their teaching .

Teachers judge their method based on their own experience.

-Theorizers construct profesional theories of pedagogy.

-Practitioners construct personal theories of practice

-Theorizers centralize pedagogical decision-making.

-overlooks the fund of experience and tacit knowledge about teaching.

-Eclecticism

-Practitioners generate location-specific, classroom-oriented innovative strategies.

-Teacher autonomy

-Pragmatism