Perceptions of Team-Teaching Between Native and Nonnative English Teachers in Korean Secondary Schools
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Team-teaching between native English speakers and local teachers has the potential to draw on the participants’ complementary abilities. Much research has focused on perceptions of learners or local teachers concerning native English-speaking (NES) teachers and therefore, NES teachers’ perceptions of their Korean counterparts, students, and overall teaching experiences in Korea have been underexplored. To this end, the current study aimed to examine perceptions of four NES and Korean local English teachers (i.e., Korean English-as-a-foreign-language (KEFL) teachers) with regard to their current team-teaching practices in Korean secondary schools along with their expectations about pre- and in-service teacher training programs. This study employed qualitative methods for data collection and analysis including interviews and a survey. Findings demonstrated that both NES and KEFL teachers had positive perceptions of the team-teaching scheme because it generated great synergy through collaborations between the two groups of teachers, particularly when teaching oral communication skills in Korean secondary schools. In addition, the NES teachers pointed out the problems of pre-service teacher training for NES teachers. Findings are also discussed in terms of suggestions for improving current team-teaching practices.
Abstract
Team-teaching between native English speakers and local teachers has the potential to draw on the participants’ complementary abilities. Much research has focused on perceptions of learners or local teachers concerning native English-speaking (NES) teachers and therefore, NES teachers’ perceptions of their Korean counterparts, students, and overall teaching experiences in Korea have been underexplored. To this end, the current study aimed to examine perceptions of four NES and Korean local English teachers (i.e., Korean English-as-a-foreign-language (KEFL) teachers) with regard to their current team-teaching practices in Korean secondary schools along with their expectations about pre- and in-service teacher training programs. This study employed qualitative methods for data collection and analysis including interviews and a survey. Findings demonstrated that both NES and KEFL teachers had positive perceptions of the team-teaching scheme because it generated great synergy through collaborations between the two groups of teachers, particularly when teaching oral communication skills in Korean secondary schools. In addition, the NES teachers pointed out the problems of pre-service teacher training for NES teachers. Findings are also discussed in terms of suggestions for improving current team-teaching practices.
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