Post/Method: Are They Compensating or Competing?

Abstract

The present study aims to investigate the perceptions of pre-service and in-service teachers regarding the conventional methods and post-method pedagogy in Turkey. The participants of the study consist of 107 pre-service teachers from 14 different universities and 53 in-service teachers from different cities all over Turkey. An online questionnaire (Tigli, 2014) was used for data collection and fast evaluation in this study. The data derived from the questionnaire was analyzed to reveal the frequencies, means, and standard deviations. The results of the study yielded that Communicative Language Teaching (CLT) and Total Physical Response (TPR) are the two most highly favored teaching methods among pre-service and in-service language teachers. Even though they are supporting the idea of using language teaching methods in the classroom, they consider that there is not only single and best method. They agreed that methods can alter depending on the local needs, and teachers can mix a number of methods for a better teaching. With these results, they appear to support the fundamental idea of post-method pedagogy; autonomy of the teacher.