Abstract
This study was conducted to explore the reflection of Principles-based and Post-method pedagogy in teachers’ performance in the classroom in Iranian ELT context. To this end, a checklist was designed to evaluate EFL teachers’ performance across mentioned Principles. The subjects were 21 Iranian EFL teachers selected from different high schools in Kermanshah, Ilam and Tehran. After the direct observation of each teacher's performance, the data were analyzed through statistical procedures. The results determine that Principles-based and Post-method pedagogy were not highly applied in teachers’ performance in the classroom. The effects of other factors like teaching experience, education level, and gender on teachers’ performance were, also, investigated.
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