Postmethod pedagogy and English teachers' classroom practices in Bangladesh
thesisposted on 28.03.2022, 14:05 by Rubaiyat Jahan
This study aims to investigate the evidence of postmethod pedagogic practicies from the Bangladeshi English teachers' reported classroom practices. Kumaravadivelu's model of postmethod pedagogy presents the view that the conventional method-based pedagogy has limitations, as the method based pedagogy arguably undermines the peripheral knowledge base of teaching-learning because of its top down approach, hence calls for actualization of location-specific English teaching methodologies. Data of this study was collected through semi structured open ended interviews, and fourteen English teachers of various schools of Bangladesh took part in the interviews. Findings of this study suggest that although the participant teachers' described classroom teaching characterizes various aspects of the applications of postmethod pedagogy, those teaching practices are not necessarily indicative of the teachers' true understanding (or their ability to apply) of all the constructs of the postmethod pedagogy. The key implication of this study is the necessity for a review of the organizational constructs of the macrostrategic framework to actualise it in the Bangladeshi context. Another implication is that teacher education, provided for ELT practitioners in Bangladesh should incorporate the theoretical ideas of how to help the prospective teachers to articulate their beliefs on teaching.