Teachers' Perceptions of Difficulties in Team Teaching between Local- and Native-English-Speaking Teachers in EFL Teaching

Autor/inn/en	Rao, Zhenhui; Chen, Haiyuan
Titel	Teachers' Perceptions of Difficulties in Team Teaching between Local- and Native-English-Speaking Teachers in EFL Teaching
Quelle	In: Journal of Multilingual and Multicultural Development, 41 (2020) 4, S.333-347 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0143-4632
DOI	10.1080/01434632.2019.1620753
Schlagwörter	Team Teaching; English (Second Language); Second Language Learning; Second Language Instruction; Native Speakers; Teacher Collaboration; Language Teachers; Teacher Attitudes; Teaching Styles; Conflict; Teacher Role; Time Management; Oral Language; Listening Comprehension; Language Skills; Grammar; Language Tests; Faculty Development; Barriers; Foreign Countries; China + Suchen Sie Ihr Suchwort? Teamteaching; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Muttersprachler; Lehrerkooperation; Language teacher; Sprachunterricht; Lehrerverhalten; Lehrstil; Unterrichtsstil; Konflikt; Lehrerrolle; Zeitmanagement; Oral interpretation; Mündlicher Sprachgebrauch; Hörverständnis; Language skill; Sprachkompetenz; Grammatik; Language test; Sprachtest; Ausland
Abstract	This study focuses on exploring the difficulties that native-English-speaking teachers (NESTs) and non-native-English-speaking teachers (NNESTs) encounter in their collaborative teaching in a Chinese context. Using an open-ended questionnaire and semi-structured interview, the researchers discovered that the difficulties in team teaching were mainly brought about by three sources: the team teachers, the students and the educational system. Five constraints from the team teachers were identified: lack of training in team teaching, lack of mutual understanding, conflict of teaching styles, unclear role distribution, and little time for and expertise in planning team teaching. Meanwhile, three obstacles caused by the students were reported: deficiency in aural and oral English, unaccustomedness to team teaching approach, and unwillingness to participate in class activities. Finally, two barriers from educational system were found to limit teachers' use of team teaching: large classes and grammar-based examination. The results from the study suggest that, to maximise benefit from team teaching in class, local schools should provide team teachers with a pre-semester training. As for team teachers, they should establish a harmonious relationship, reconcile different teaching styles and make a detailed team teaching plan. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01