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Team teaching and teachers' professional learning: case studies of collaboration between foreign and Taiwanese English teachers in Taiwanese elementary schools

Tsai, Jui-min
http://rave.ohiolink.edu/etdc/view?acc_num=osu1186669636

Abstract Details

2007, Doctor of Philosophy, Ohio State University, Educational Services and Research.
In recent years, team teaching in English as a Foreign Language (EFL) classrooms has been commonly implemented in several East Asian countries. For these countries, importation of foreign teachers from English-speaking countries to team teach with local English teachers is viewed as a strategic way to 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. 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 and team teachers’ ongoing growth in this context. Research data included observations, interviews, and document analysis and was analyzed through a constant comparative data analysis method. This study reveals that each team developed divergent team teaching styles and diverse collegial relationships. Despite the variations among the three teams, team teaching was mainly manifested as the division of labor of pedagogical responsibilities 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. Findings of this study also 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 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. 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.
Keiko Samimy (Advisor)
351 p.

Recommended Citations

Citations

  • Tsai, J.-M. (2007). Team teaching and teachers' professional learning: case studies of collaboration between foreign and Taiwanese English teachers in Taiwanese elementary schools [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1186669636

    APA Style (7th edition)

  • Tsai, Jui-min. Team teaching and teachers' professional learning: case studies of collaboration between foreign and Taiwanese English teachers in Taiwanese elementary schools. 2007. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1186669636.

    MLA Style (8th edition)

  • Tsai, Jui-min. "Team teaching and teachers' professional learning: case studies of collaboration between foreign and Taiwanese English teachers in Taiwanese elementary schools." Doctoral dissertation, Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=osu1186669636

    Chicago Manual of Style (17th edition)

osu1186669636
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This open access ETD is published by The Ohio State University and OhioLINK.