The Relationship between Post-method Pedagogy and Teacher Reflection: A Case of Iranian EFL Teachers

Abstract

As far as the language teaching profession is concerned, reflective teaching is one of the terms widely referred to in today's accumulated body of literature dealing with language teaching. In fact, the rise of reflective teaching in English Language Teaching (ELT) is regarded as one of the ramifications of the post-method debate. Language educators and practitioners are nowadays encouraged to engage in reflective practices through the use of journals, diaries, and discussion of their daily classroom achievements and failures. The purpose of the current study was to explore the relationship between the extent to which Iranian English teachers show willingness and conformity to principles of post-method pedagogy and the degree of their reflection in their classrooms. The two validated instruments of the post-method pedagogy and reflective teaching were administered to 648 participants of the study. The result of Pearson Correlation analysis showed a meaningful positive relationship between the post-method attitudes of the participating English language teachers and their reflection in teaching. It was finally concluded that the five elements of teacher reflection can be related to the three post-method components in terms of the nature and the domain of the constructs.