Page 16 - Beyond Methods
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4 Introduction
Because this is not a recipe book, it does not specify any one par- ticular way of “doing” the teaching. To do so, I believe, is to dimin- ish the complexity of teaching as well as the capacity of teachers. Using their own language learning and teaching experience as a personal knowledge base, the theoretical insights on macrostrate- gies as a professional knowledge base, the suggested microstrate- gies as illustrative examples, and the exploratory projects as inves- tigative tools, teachers should be able to develop their own distinct way of teaching. In their attempt to become self-directed individu- als, teachers may follow the same operating principles discussed in this book, but the style and substance of the theory of practice they eventually derive will be quite different.
