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What’s still missing?: How co-teachers view co-teaching practice in elementary English classrooms in Korea

도주현
한국영어교과교육학회 (The Korea English Education Society)|2020.11|영어교과교육 (Journal of the Korea English Education Society)|제19권 제4호|pp. 1-23|DOI 10.18649/jkees.2020.19.4.1

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참고문헌

키워드

협력수업native English teachersco-teachingEnglish education policy원어민영어교사영어교육정책

초록

This study reports on co-teaching practice in elementary EFL classrooms, in which Korean English teachers (KETs) and native English-speaking teachers (NETs) co-teach in order to enact the national English education agenda. The two groups of teachers were surveyed on their attitudes toward and experience with co-teaching using standard survey research methods. KETs are generally satisfied with co-teaching practice in EFL classrooms. However, the results showed that KETs need to plan lessons with NETs for successful co-teaching. Also, heavy burden of managing NETs needs to be ameliorated in order to focus on effective co-teaching. Most NETs have educational qualifications but lack actual teaching experience. The results revealed that NETs need to have a better understanding of the educational contexts. To maximize the effectiveness of co-teaching EFL classes, well-planned curricula, development of English proficiency scales, better matching procedures, fuller understanding of co-teaching practices, and readiness to improve English education are needed among all parties. The findings of this study illuminate the larger issue of using NETs in English education not just in Korea, but across Asia.

Abstract

This study reports on co-teaching practice in elementary EFL classrooms, in which Korean English teachers (KETs) and native English-speaking teachers (NETs) co-teach in order to enact the national English education agenda. The two groups of teachers were surveyed on their attitudes toward and experience with co-teaching using standard survey research methods. KETs are generally satisfied with co-teaching practice in EFL classrooms. However, the results showed that KETs need to plan lessons with NETs for successful co-teaching. Also, heavy burden of managing NETs needs to be ameliorated in order to focus on effective co-teaching. Most NETs have educational qualifications but lack actual teaching experience. The results revealed that NETs need to have a better understanding of the educational contexts. To maximize the effectiveness of co-teaching EFL classes, well-planned curricula, development of English proficiency scales, better matching procedures, fuller understanding of co-teaching practices, and readiness to improve English education are needed among all parties. The findings of this study illuminate the larger issue of using NETs in English education not just in Korea, but across Asia.

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