摘要：The current study details the development and validation of a measuring
instrument for the teachers’ willingness to implement postmethod pedagogy
principles in the Iranian context. Three postmethod components were identified
after (1) undertaking a comprehensive review of the literature on the postmethod
pedagogy and second language (L2) teacher education and (2) conducting
interviews with domain experts and practicing language teachers. In Phase 1 of the
study, an exploratory factor analysis (EFA) was conducted with a randomly
selected and nationally representative sample (N = 255) of Iranian EFL teachers,
resulting in three internally consistent factors: (a) Teacher Sense of Social Justice,
(b) Teacher Autonomy, and (c) Teacher Sense of Academic Enthusiasm. In Phase
2 of the study, a confirmatory factor analysis (CFA) was completed with a new
sample (N = 648) of practicing teachers. Strong model fit estimates in Phase 2
confirmed the factor structure of Phase 1 and resulted in a final 29-item scale
called “Postmethod Scale” (PMS).
