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Title: Postmodern theory and postmethod condition: New tasks and roles for english language teachers
Other Titles: Postmodern kuram ve yöntem sonrası durum: İngiliz dili öğretmenleri için yeni görev ve roller
Authors: Samancı, Elif Sezen
Arıkan, Arda
Keywords: Postmodernism
English language teaching
Teacher education
Yöntem sonrası
İngiliz dili eğitimi
Öğretmen eğitimi
Issue Date: 2010
Publisher: Uludağ Üniversitesi
Citation: Samancı, E. S. ve Arıkan, A. (2010). "Postmodern theory and postmethod condition: New tasks and roles for english language teachers". Kaygı. Uludağ Üniversitesi Fen-Edebiyat Fakültesi Felsefe Dergisi, 14, 85-95.
Abstract: This paper highlights the profound change that education is going through with the significant rise of postmodernism affecting every field. Similarly, the field of English Language Teaching is in constant transition with new approaches to and methods of teaching the content all of which refer to the “postmethod condition” in which teachers are considered to be freed from applying one single method or approach in their teaching. In such a space, they can experience and experiment with their own teaching methods, skills and knowledge as autonomous learners. The postmethod era, while reshaping the roles of teachers, reshapes all teacher education practices that are vital to the practice of English language teaching. Hence, this article discusses the dimensions of this new space by commenting on the roles attributed to teachers and teacher educators. First, there is a brief discussion of the evolving paradigm of postmodernism. Second, examples of new ways of teaching and teacher education are discussed in relation to postmodernism.
ISSN: 2645-8950
Appears in Collections:2010 Bahar Sayı 14

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