Abstract

Some recent changes in ELT and teacher education has led to the shift of attention and orientation from positivistic views of language teaching towards a process-oriented constructivist views in which learning is viewed as an active process where learners reflect upon their current and past knowledge and experiences to generate new ideas and concepts. One major ramification of this dramatic shift was the demise of method and the emergence of post method condition. In this paper it is proposed that in the quest for something in lieu of method, reflective teaching has been considered as a solution to the problems teachers face in the ‘beyond method’ era. Then, it is revealed that reflective teaching has its own drawbacks and deficiencies. And finally, the origin and the components of teacher reflection have been briefly touched upon.

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