post-method era Kumaravadivelu (1994/2001/2003), and Ur (1996/2002) point out that postmethod has changed the whole relationship

between the teachers as practitioners and the theorizers. In method era it was the theorizer who devised a theory and developed a method based on it; nevertheless, in post-method era the teachers are knowledgeable, skillful and autonomous people who have adequate amount of information to design their own method based on practice, which is coherent and systematic and then practice what they have theorized. Kumaravadivelu (2003) suggests that such knowledgeable teachers who are both theorizers and practitioners need specific kind of teacher education that enables them to overcome the problems of teaching, wisely and strategically. Thus, Kumaravadivelu (1994) argues that the teachers are responsible for creating opportunities for learners to learn better and help them to be involved in the process of learning. In fact, the teachers add, revise or adjust the methods and approaches based on their own real classroom, students and the situations. Although some scholars such as Long (1989), Nunan (1991a), Brown (1994a), Woodward (1996) affirm that method era is over now, (1996) believes it is still necessary and safer for novice teachers to base their teaching practices on a method (all cited in Rodgers, 2000). The focus of attention should be on teacher as well as education. The teacher educators should bear it in their minds that the teachers attending the course have an idea of what a good teaching comprises and what it does not, based on their previous experience as learners and teachers. Therefore, the teacher educators should recognize the teachers personal beliefs, values, experience and knowledge and consider them as an important part of the course. As Kumaravadivelu (2003) argues, the teacher educators should put emphasis on how teachers think rather than on what they should know. In the teacher education programs, the duty of the teacher educators is to offer the student teachers the opportunity to talk freely about their ideas on teaching and then extract the meaning out of their voices. Then in such a program that teacher educator pays attention to the student teachers beliefs, ideas and knowledge, there is movement towards reflective teaching (Kumaravadivelu, 2001).