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From a postmethod perspective, teacher education is treated not as the experience and interpretation of a predetermined, prescribed pedagogic practice, but rather as an ongoing, dialogically constructed entity involving critically reflective participants. Considering this idea, analyze the following assertions about what is the role of the postmethod teacher educator.
I - To recognize and help student teachers recognize the inequalities built into the current teacher education programs.
II - To create conditions for student teachers to acquire basic, classroom-discourse analytical skills that will help them understand the nature of classroom input and interaction.
III - To expose student teacher to a pedagogy of possibility by helping them critically engage authors who have raised our consciousness about power politics, ideas and ideologies that inform second language education.
IV - To enable prospective teacher to articulate their thoughts and experience, and share with other student teachers in class their evolving personal beliefs, assumptions, and knowledge about language learning and teaching.
V - To discourage prospective teachers to think critically so that they may relate their personal knowledge with the professional knowledge they are being exposed to and monitor how each shapes and is shaped by the other.
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