Abstract

Student Teachers’ beliefs and their teaching behaviors are interactive and closely related. Student teachers’ any adoption of teaching methods in micro-teaching or teaching practicum is largely hidden behind their beliefs. In this paper, starting with the origin and changes of methods in language teaching method era, the author explains certain terms such as method and postmethod, sorts out the theoretical base of this study which contains postmethod condition and postmethod pedagogy and proposes the idea that postmethod is the heritance, transcendence and development of method. Finally, the author discusses the ways to help student teachers construct their own proper teaching beliefs about method.

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