Teacher Education in The Postmethods Era by Martin McMorrow In order to comprehend the term Postmethods, one should pin

down the characteristics of terms modernism and postmodernism. Modernism can be summarized as the contemporary achievements in all aspects of life throu h scientific study. !hile science helps to overcome various problems, new problems co"occur within the same conte#t. This dualistic structure embodyin modern solutions and perspectives to ether with modern problems led to coinin the term postmodernism. Parallel to the developments in scientific studies in lan ua e teachin $learnin process, the same term occurred as post-methods in this field. This concept led to an understandin in lan ua e teachin that dominant approaches and methods are not remedies for all conte#ts since each conte#t is uni%ue in its own nature. &o, the implementers of science in educational conte#ts are e#pected to combine methods to meet the needs and musts of their own conte#t by not stic'in to only one method. The author of the article paraphrases this necessity by e#pressin that teachers need to analyze their own teachin $learnin environment more in depth and improve their own methods. The article indicates the results of an online discussion focused on the appropriateness two basic themes( pre pac'a ed trainin courses and published materials. &o, the discussion is more problem oriented rather than paraphrasin the usual mottos in lan ua e teachin . The pre pac'a ed trainin courses are criticized for not caterin to the diversity of teachin needs and wants from two perspectives. )irstly, the contents of methods derived from specific circumstances are not e#pected to fit to all circumstances. &econdly, the top"down process of implementation is not compatible for a ceaselessly chan in nature of learnin and teachin process. In terms of teacher trainin , methods mi ht have some positive contributions such as feelin of security and awareness of the diversity of learner needs, but these advanta es should not inhibit productivity and developin their own ways. *asin trainee teachers lessons on course boo's is perceived as reducin the %uality of the profession. The author criticizes the use of course boo's by the dualism in their political, methodolo ical and personal advanta es and side"effects. +sin technolo ical opportunities or even materials from the learners are appreciated by the participants of this discussion. The ultimate messa e of the article focuses on the efficiency of conte#tual solutions suitable for each conte#t instead of tryin to find an all inclusive method which is impossible.