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Exploring challenges and collaborative efforts of two co-teachers in a high school

김은정|김계영
팬코리아영어교육학회 (Pan-Korea English Teachers Association)|2015.12|영어교육연구 (English Language Teaching)|제27권 제4호|pp. 111-130|DOI 10.17936/pkelt.2015.27.4.006

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키워드

collaborationco-teachingdiscussionrole expectationEnglish-speaking teacher (NETs)
주제분류영어와문학

초록

This article explores the challenges and collaborative efforts of co-teaching teachers in a highschool. It examines what challenges both a native English teacher (NET) and a Korean Englishteacher (KET) confronted and how they tried to solve their problems. Data for this study consistof 9 classroom observations, teachers’ reflective journals, teacher meetings, and face-to-faceinterviews. The study showed that the co-teaching teachers were faced with two majorchallenges: the confusion of roles caused by different role expectations, and the lack ofknowledge on co-teaching skills. In order to overcome their problems, firstly, they held teacherdiscussions regularly to determine harmonious role takings in class. Secondly, they observedother co-teachers’ classes focused on instruction and management skills in the hope that theycould co-teach more systematically. Some important implications of this case study are:co-teachers should hold collaborative discussions on a regular basis, and schools should provideco-teachers with training opportunities for their professional development.

Abstract

This article explores the challenges and collaborative efforts of co-teaching teachers in a highschool. It examines what challenges both a native English teacher (NET) and a Korean Englishteacher (KET) confronted and how they tried to solve their problems. Data for this study consistof 9 classroom observations, teachers’ reflective journals, teacher meetings, and face-to-faceinterviews. The study showed that the co-teaching teachers were faced with two majorchallenges: the confusion of roles caused by different role expectations, and the lack ofknowledge on co-teaching skills. In order to overcome their problems, firstly, they held teacherdiscussions regularly to determine harmonious role takings in class. Secondly, they observedother co-teachers’ classes focused on instruction and management skills in the hope that theycould co-teach more systematically. Some important implications of this case study are:co-teachers should hold collaborative discussions on a regular basis, and schools should provideco-teachers with training opportunities for their professional development.

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관련 논문AI추천

Exploring Native English Speaking Teachers’ Voices about Co-teaching김명희한국영어교육학회 · 영어교육2011 · 제66권 제4호Exploring the Co-teaching Practice of Native and Non-native English Teachers in Korea전인재한국영어교육학회 · 영어교육2010 · 제65권 제3호A Narrative Inquiry of a Korean English Teacher’s First Journey Through Co-teaching김명희한국영어교육학회 · 영어교육2010 · 제65권 제4호What’s still missing?: How co-teachers view co-teaching practice in elementary English classrooms in Korea도주현한국영어교과교육학회 · 영어교과교육2020 · 제19권 제4호Perceptions of Team-Teaching Between Native and Nonnative English Teachers in Korean Secondary Schools정연주현대영어교육학회 · 현대영어교육2020 · 제21권 제2호초등학교 영어 협동수업에 대한 내국인교사와 원어민교사의 인식차이에 관한 분석박휴용팬코리아영어교육학회 · 영어교육연구2010 · 제22권 제4호

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