Abstract

Postmethod condition, which emerged as an alternative to the method, advocates a more flexible context-sensitive approach to education. Generally, traditional professional development programmes are method-based or aim to provide technical training. It is often a tailor-made approach that overlooks the complexities of real classrooms and fails to focus on the professional agency of teachers. The present article discusses how postmethod pedagogy, based on the three parameters of possibility, practicality, and particularity (Kumaravadivelu, 2006, a), helps teachers to become transformative intellectuals or agents of change rather than mere passive technicians. By critiquing conventional teacher development models, the article focuses on flexible professional development processes that revolve around reflective practice, action research, and collaborative inquiry. By mentioning the barriers, the paper suggests some strategies like integrating reflective practice into daily routines, facilitating action research projects, developing communities of practice, customising teacher development programs using technology, and embedding critical pedagogy and social justice themes for implementation of postmethod teacher development.