Students’ Perceptions of Team Teaching and Participating Teachers’ Role Recognition
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Team teaching in Korea has been emphasized as a dominant teaching method since 1990s. The objectives of this study are to analyze perceptions of team teaching held by students in a middle school and to understand what types of roles were played by or allocated between the two participating teachers, one Korean teacher of English and the other native English teacher. The participants of the study were the students of a smallsized school located in a rural community. The study began in April 2007 and ended in October 2008 during which 174 team teaching classes were observed and students’perceptions on team teaching were collected. Quantitative analysis based on the Rasch model analysis indicated that the participants were likely to approve interactions with the native English teacher, while finding it difficult to mark positively on items related to instruction and their affective states. Triangulized data also revealed the participating teachers had distinctive roles during the classes and tried to contribute to the students’development of English ability and their positive attitudes toward English and native speakers.
Abstract
Team teaching in Korea has been emphasized as a dominant teaching method since 1990s. The objectives of this study are to analyze perceptions of team teaching held by students in a middle school and to understand what types of roles were played by or allocated between the two participating teachers, one Korean teacher of English and the other native English teacher. The participants of the study were the students of a smallsized school located in a rural community. The study began in April 2007 and ended in October 2008 during which 174 team teaching classes were observed and students’perceptions on team teaching were collected. Quantitative analysis based on the Rasch model analysis indicated that the participants were likely to approve interactions with the native English teacher, while finding it difficult to mark positively on items related to instruction and their affective states. Triangulized data also revealed the participating teachers had distinctive roles during the classes and tried to contribute to the students’development of English ability and their positive attitudes toward English and native speakers.
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