* Correspondence

Teacher’s autonomy
The second advantage of post-method which we are going to scrutinize is teacher’s 
autonomy. Post-method significantly highlights the role of the teacher in the classroom. 
Freeman states the conventional concept of method “overlooks the fund of experience 
and tacit knowledge about teaching which the teachers already have by virtue of their 
lives as students” ( 1991, pp. 34-35; cited in Kumaravadivelu, 1994). However, Richards 
(1991) and Wallace (1991) mention two important features of teacher’s autonomy in 
postmethod condition: first it recognizes the teachers’ potential to know not only how to 
teach but also know how to act autonomously; besides, it also promotes the ability of 
teachers to know how to develop a reflective approach to their own teaching, how to 
analyze and evaluate their own teaching practice, how to initiate change in their 
classroom, and how to monitor the effects of such changes (cited in Kumaravadivelu, 

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An Introduction on Post-Method Condition 
 
154 
1994). These features act like a base for Kumaravadivelu to establish and elaborate on 
this attribute of post method. He claims that “promoting teacher autonomy means 
enabling and empowering teachers to theorize from their practice and practice what they 
have theorized” (p. 52). In post method condition the teacher is somewhat at the center 
learning and teaching process. He is the one whose thoughts are followed in the 
classroom. Nilüfer Can holds that (2012, p. 1): “due to the fact the post method in 
alternative to method, rather than an alternative method, it does not have the limitations 
of method.” 
She further states the value given to teachers should be appreciated because it is the 
teachers who know their learners and the classroom context best. Post-method teachers 
are encouraged to develop and create their own methods as they gain experience based 
on their classroom context and knowledge of other methods and approaches. As a result, 
the constructed method reflects teachers’ beliefs, values and experiences (Richards & 
Rodgers, 2001). In this sense, post-method teachers are autonomous, analysts, strategic 
researchers and decision-makers (Can, 2012). Unlike method-oriented class in which the 
teacher’s only responsibly was to be faithful to the underlying thoughts and principles of 
a method, in post method classes the teacher implements his own thoughts, use their 
experience and more prominently he builds up a method which abides by their specific 
context.