This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) 12 12 10.5604/23920092.1134790 DOI: 10.5604/01.3001.0013.2879 Vol. 6, No. 1, 2019, pp. 71-93 International Journal of Pedagogy Innovation and New Technologies journal homepage: http://www.ijpint.com ISSN: 2392-0092, Vol. 6, No. 1, 2019 Keywords: Post-method Pedagogy, Method-based pedagogy, Action Research, Teacher Education, Eclecticism, Critical Pedagogy, Teacher’s Development, Refective Teaching 10.5604/01.3001.0013.2879 1. Introduction Te feld of language teaching and learning is best known for its strong dynamism and continuous evolution and growth. Since the development of the Grammar Translation Method in the 19th century, researchers and practitioners in the feld of language teaching have never been satisfed with a specifc method, as researchers and experts kept searching for a ‘best method’ that could be timeless and generalizable across diferent con- texts. Unfortunately, this mission has never been accomplished as researchers in this feld kept introducing approaches and methods, teachers of English as a Foreign Language, (henceforth, EFL), kept complaining about the impracticality of what was assigned to them and the feld of language teaching and learning never Post-method Pedagogy in Moroccan EFL Classrooms: Public High Schools in MeknesCity as a Case Study Mohamed Aymane Sbai CONTACT: Mohamed Aymane Sbai, Doctoral Candidate, Research Group ICT in Higher Education, Laboratory of Languages, Literature, Communication and Didactics,Faculty of Letters and Human Sciences Dhar Mehraz, Sidi Mohamed Ben Abdellah University, Fez, Morocco, E-mail: mohamed.aymane.sbai@gmail.com Abstract: Te ultimate goal of this paper is to investigate the pedagogical views and attitudes of Moroccan high school teachers towards Method-based pedagogy. It attempts to investigate the extent to which teachers are satisfed with and committed to conventional methods. Also, the paper aims at investigating the alternative practices teachers are more likely to resort to in order to compen- sate for the limitations of conventional methods. In addition to this, a further objective of this study is to investigate the extent to which pre-service teacher training programs in Morocco are aware of the challenges of the post-method era. Tis is measured through their awareness of the requirements of the post-method era and the extent to which teacher trainers concern themselves with equipping the prospective teachers with the necessary skills to be refective researchers and responsibly eclectic teachers. In this respect, the data collection instruments opted for in the present study ranged from quantitative to qualitative in nature. Te fndings reveal that the vast majority of Moroccan high school teachers (P=78%) are dissatisfed with conventional methods and – (P=96%) of them- are not committed to one or two teaching methods. Te vast majority report that they resort to an eclectic approach to language teaching due to the impracticality and infexibility of the established methods. Most teachers (P=80%) admit that they use a random eclecticism as they rely mainly on their intuitive rather than principled judgments. In this regard, interviews with teacher trainers and supervisors also reveal that pre-service teacher training programs in Morocco limit themselves only to training the prospective teachers to use methods and approaches without training them to be responsibly eclectic. Te fndings also show that the majority of teachers do, to some extent, know about classroom research; however, they – (P=72%) of them- have never conducted it inside their classrooms. Te teachers (P=57%) attribute this to the lack of fnancial support and to the fact that they are not well-trained to conduct research inside their classrooms. Finally, the results of this study imply many suggestions of which we mention: the introduction of a post-method pedagogy in the Moroccan pre-service teacher training programs, equipping teachers with the methodological tools necessary as well as supporting them fnancially to conduct classroom-research for the purpose of constructing teaching methodologies that suit the needs to the very specifc students and contexts within which they work.