The author, identifying the limitation of concept of method and transmission models of teacher education, puts forward postmethod pedagogy which the writer envisions as a three-dimensional system consisting of the parameters of particularity, practicality, and possibility. The article starts with the brief introduction of 3 main purposes of postmethod pedagogy, then articulates the conceptualization, actualization for prospective learners, teachers and educators, and problematization of the related issues and concerns over the postmethod pedagogy.
I echo with the writer’s interpretation of the Pedagogy of Praticality. People lay too much stress on the experts/specialists’ theory, while the teachers theories are ignored. “no theory of practice can be useful and usable unless it is generated through practice.”(P541) I remember when I was teaching in China, I had many guiding writing books that all were written by the authorities. Those books did not work on students very well for many reasons, including the outdated topics, tedious lengthy explanation of grammar. I have always thought these were the theories created by the experts without realizing that my own teaching experience can be a part of theory that can enable me to better meet students needs. Teacher generated theory should be paid attention to, for the teachers converses and interacts with students everyday, thus understand what works best on students and what should be abandoned. According to Van Manen(1977), this ability that teachers acquire is called Sense Making, which the writer believes will naturally matures within the teacher as time goes by.
In orde to actualize the postmethod pedagogy, he describes the learner, teachers and teacher educator’s roles in details. As a teacher, we should be sensitive to the educational context. He continues to ask the teachers to do research based on their classroom observation. From my opinion, teacher should keep an open mind for every new possibility that can improve our teaching.
Another interesting point that grabs my attention is the questions and challenges we will encounter from this innovation. In China, people highly respect the authorities and few will criticize/cast doubts on their works. Under such environment, how to practice the postmethod pedagogy remains an enormous challenge.
After reading this article, I feel that I have benefited a great deal. Starting from the basic grammar translation of Latin in the middle ages of Europe, we have always been brainstorming about how to reach the learners with different methodology and pedagogy and witness great improvements in this field. I believe, we explore, and we go through hardship, we may fail, ultimately we will make great advances.
excellent comments!
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