Abstract:
This study explores the implementation of postmethod pedagogy focusing on the
secondary level of various English medium schools in Dhaka. Over the years, dissatisfaction has
been expressed with using methods in the teaching/learning context. It is seen that with a
prescriptive set of guideline, traditional methods bear serious limitations that restricted effective
teaching/ learning. In this postmethod era, the traditional methods are considered dead. And, a
method is only feasible when it is associated with a given context. The concept of postmethod
not only aims to go beyond the limitations of the conventional methods but encourages a more
democratic approach to both teaching and learning. In the light of this concept the study broadly
examines: (a) the parameters of postmethod pedagogy, (b) indicators of postmethod pedagogy;
and (c) postmethod strategic framework. For empirical research, the study surveyed both
teachers and students through questionnaires and researcher’s own observation of the classes
using a checklist that contained similar information as the questionnaire. The findings of the
show that most teachers teaching in secondary level Dhaka-based schools have started to make
conscious efforts to contextualizing features of this newly emerged phenomenon into their
approaches; but have failed to establish exclusively the characteristics and strategies associated
with it in their classrooms.
