Postmodern theory and postmethod condition: New tasks and roles for English language teachers

Bu çalışma postmodernizmin her alandaki önemli yükselişiyle, eğitimin içinden geçtiği gözle görülür değişikliğin altını çizer. İngiliz Dili Eğitimi alanı ortaya çıkan yeni yaklaşım ve yöntemlerle hızlı ve sürekli bir değişim içindedir. Benzer bir şekilde, “metod sonrası durum” denilen bu değişim öğretmenlerin metodlardan ve yaklaşımlardan muaf olmasına yol açmış ve onların kendi metodlarını, özerkliklerini, becerilerini ve bilgilerini yeni bir solukla yaratmalarına öncülük etmiştir. Metod sonrası çağ, öğretmenleri yeniden şekillendirirken, kaçınılmaz olarak İngiliz Dili Eğitimi’nin önemli bir tamamlayıcısı olan öğretmen eğitimini de yeniden şekillendirir. Bu makale, kısaca öğretmenlerin ve öğretmen eğitmenlerinin deneyimlediği bu yeni soluk ve özgürlük anlayışından bahseder. İlk olarak, postmodernizmin gelişimine kısaca değinilmiştir. Ardından, İngilizce’yi postmodernizmle ikinci dil olarak öğretmenin yeni yollarının örnekleri mevcuttur.

Postmodern kuram ve yöntem sonrası durum: İngiliz dili öğretmenleri için yeni görev ve roller

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.

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