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    Please use this identifier to cite or link to this item: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/107729

    Authors: Tsai, Jui-min;蔡瑞敏;M, A.
    Date: 2007-01-01
    Issue Date: 2016-10-12 02:13:22 (UTC+8)
    Abstract: In recent years, team teaching in English as a Foreign Language (EFL)
    classrooms where native and nonnative English teachers work together has been
    commonly implemented in several East Asian countries such as Japan, Korea, Hong
    Kong, and Taiwan. For these countries, importation of foreign teachers from Englishspeaking
    countries to team teach with local English teachers is viewed as a strategic way
    to bring authentic language input to EFL classrooms, facilitate cross-cultural
    communication, enhance students’ English ability, and promote local English teachers’
    professional development.
    Research has confirmed that collaboration among teachers makes valuable
    contributions to their ongoing growth. However, little attention has been paid to teacher
    learning in the EFL team teaching context, and there is a lack of empirical research in this
    area. To fill the gap, this study, following the design of qualitative case studies, aimed to
    explore the team teaching experiences of foreign and local English teachers in Taiwanese
    elementary schools as well as to illuminate team teachers’ ongoing growth in this context.
    Research data included observations, interviews, and document analysis collected
    over a six-month period. A constant comparative data analysis method was employed to
    provide an in-depth description of the team teachers’ teaching practice, interactions, and
    professional learning in elementary English classes, and to understand the factors that
    facilitated and impeded team teachers’ collegial interactions and their learning process.
    This study reveals that each team developed divergent team teaching styles as
    well as diverse collegial relationships, depending on the different combinations of the
    team teachers. Despite the variations among the three teams, team teaching was mainly
    manifested as the division of labor of pedagogical responsibilities and duties as well as in
    the providing of consultation by the Taiwanese teachers. In addition, their collegial
    interactions were influenced by eleven factors: age, gender, personality, language,
    professional respect, assumptions about teaching and team teaching, communication
    styles, stereotypes, workload and scheduling, administrative roles of the Taiwanese
    teachers, and amount of teacher training.
    With regard to teacher learning, findings of this study suggest that the team
    teachers benefited from the team teaching experience in six aspects: language knowledge
    and skills, knowledge of culture, teaching skills, understanding of students and schooling,
    development of partnerships, and development of professional identity. The learning
    opportunities were afforded by classroom observations and collegial conversations. The
    quality of the team teachers’ collegial relationships and their educational backgrounds
    were two major factors influencing the extent to which they learned and what they
    learned through team teaching with their teaching partners in the elementary school
    English classrooms in Taiwan.
    Finally, this study identifies the vital role that the government and the
    administration played in determining the successfulness of team teaching and promotion
    of teacher learning in this context, and, thus, this study concludes by providing
    suggestions on how to improve the team teaching practice.
    Appears in Collections:[英文學系暨研究所] 專書

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