ABSTRACT
Much of the discussion concerning postmethod pedagogies centers on the dichotomy between professional and personal theories or the debate over teachers as theorizers or practitioners. This chapter is set at the Facultad de Humanidades, Artes y Ciencias Sociales, a state-run college that is part of the Autonomous University of Entre Ríos, Argentina. Consequently, the development of pedagogical knowledge and pedagogical content knowledge in Foreign Language Didactics depicted in this case study poses numerous difficulties to both student-teachers and their instructors. The development of the Foreign Language Didactics 1 syllabus was primarily based on the contents of a book for student-teachers by a well-known author and publisher that has been in use by the people program since the 1980s. Understanding student-teachers and supporting their learning through adequate mechanisms should help unveil their existing cognitions and establish the extent to which these are congruent with the classroom practices the people expect them to engage in.
