A Guide to Improving Team Teaching in Korean Middle Schools
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This paper investigates Korean students' and English teachers' perceptions of team teaching (TT) in Korea. Information was gathered through a questionnaire and class observation of 235 7th graders. On the subject of TT environment in English classrooms, native English teachers' (NET) perceptions were collected and compared with Korean English teachers' (KET) through questionnaires and discussions with 25 NETs and 15 KETs. The findings suggest that mutual awareness and orientation are necessary. To produce effective teaching and learning, mutual responsibility should be emphasized to gain intercultural understanding. Both NETs and KETs ought to develop awareness of their learners' needs, learning strategies, learning attitudes and learning style preferences to be able to meet learners' expectations of how a class should function. Also, Korean students should be able to learn and develop their own learning styles and strategies to achieve their linguistic goals. Finally, a critical understanding of Korean students' class time tendencies and appropriate teaching strategies are recommended to NETs who are engaged in teaching Korean learners in Korean schools.
Abstract
This paper investigates Korean students' and English teachers' perceptions of team teaching (TT) in Korea. Information was gathered through a questionnaire and class observation of 235 7th graders. On the subject of TT environment in English classrooms, native English teachers' (NET) perceptions were collected and compared with Korean English teachers' (KET) through questionnaires and discussions with 25 NETs and 15 KETs. The findings suggest that mutual awareness and orientation are necessary. To produce effective teaching and learning, mutual responsibility should be emphasized to gain intercultural understanding. Both NETs and KETs ought to develop awareness of their learners' needs, learning strategies, learning attitudes and learning style preferences to be able to meet learners' expectations of how a class should function. Also, Korean students should be able to learn and develop their own learning styles and strategies to achieve their linguistic goals. Finally, a critical understanding of Korean students' class time tendencies and appropriate teaching strategies are recommended to NETs who are engaged in teaching Korean learners in Korean schools.
참고문헌 (41)
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