Post method Pedagogy and ESL/EFL Teachers: Educating for Change

In the "post method" era, the focus is on the reflective teaching practices after the demise of the "traditional method". This necessitates thinking of the reflective techniques and tools that provide the ESL/EFL teachers with opportunities to grow professionally and overcome the problems that they encounter while teaching. The present book sheds light on these issues and how teachers can be agents of change in their societies. Thus, it sheds light on the "post method" pedagogy as a solution that helps teachers to be reflective and enhances their reflective thinking. This type of thinking is indispensable for educating teachers in the "post method" era since the reflective thinking helps teachers to learn from their own practices, engage in modifying their new practices and enhance their professional experiences. On the other hand, the present book clarifies how post method pedagogy can be infused in teacher education programs to enhance teachers' awareness of this new trend after being exposed to the "method" pedagogy which is also illustrated fully in the present book. Moreover, it presents a practical study which clarifies how teachers play their roles as agents of change.

Autorentext

La dottoressa Kholood Alakawi è un'esperta nel campo dell'insegnamento dell'inglese come seconda lingua straniera e ha lavorato come direttore degli studi universitari presso l'Università Al-Imam. Ha lavorato in diversi progetti e workshop curriculari e didattici per il Ministero dell'Istruzione egiziano. È formatrice di formatori (TOT) ed è stata borsista negli Stati Uniti.

Klappentext

In the "post method" era, the focus is on the reflective teaching practices after the demise of the "traditional method". This necessitates thinking of the reflective techniques and tools that provide the ESL/EFL teachers with opportunities to grow professionally and overcome the problems that they encounter while teaching. The present book sheds light on these issues and how teachers can be agents of change in their societies. Thus, it sheds light on the "post method" pedagogy as a solution that helps teachers to be reflective and enhances their reflective thinking. This type of thinking is indispensable for educating teachers in the "post method" era since the reflective thinking helps teachers to learn from their own practices, engage in modifying their new practices and enhance their professional experiences. On the other hand, the present book clarifies how post method pedagogy can be infused in teacher education programs to enhance teachers' awareness of this new trend after being exposed to the "method" pedagogy which is also illustrated fully in the present book. Moreover, it presents a practical study which clarifies how teachers play their roles as agents of change.