• Title/Summary/Keyword: Team-teaching

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A study on the perception of Korean EFL learners on team teaching in secondary English classroom (중등영어교육 현장에서 협동수업에 대한 학습자 인식 연구)

  • Lee, Jong-Bok;Park, Hyeon-Woo
    • English Language & Literature Teaching
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    • v.15 no.3
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    • pp.353-380
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    • 2009
  • The purpose of this study is to analyze the preconceptions Korean EFL learners have about team teaching in the field of English education at a secondary level. Team teaching is a method of teaching where a Korean English teacher works in co-junction with a native English speaker. Generally speaking, when we discuss teaching methods for a foreign language, the most important objective is to improve our communication skills. The purpose of this study is to examine the effect on communication skills when team teaching is employed, and to find ways to maximize the benefit when team teaching. The underlying issues are; firstly, what are the precedent conditions for team teaching? Secondly, what are the best teaching methods and preparations for teaching materials for improving the effectiveness of team teaching? Third, how do the programs for team teaching with native teachers assist in improving the student's communication skills? Ideally, this study will assist in overcoming the fear that foreign language learners have when communicating with real native speakers.

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Strategies for effective team teaching between Korean teachers of English and native English teachers (원어민과 내국인 영어교사의 효율적 팀티칭을 위한 단계별 협동 전략 기초연구)

  • Kim, Young-Mi
    • English Language & Literature Teaching
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    • v.13 no.3
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    • pp.177-201
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    • 2007
  • The purpose of this study is to create step by step guidelines for effective team teaching between Korean teachers of English and native English teachers in Korea. Although team teaching has been used from 1995 in the teaching of English in Korea, the effectiveness of team teaching has not been as high as we have hoped. An important reason for this failure is the lack of communication between the Korean teachers of English and the native English teachers. More specifically, the failure has resulted from not only a lack of opportunities for these teachers to communicate but also a lack of guidelines and strategies for improved intercultural communication between teachers from different cultural backgrounds. This study provides step by step guidelines for how to set up communication time, what to share, and how to set up effective team teaching in English education.

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The Challenges Native English-Speaking Teachers Face in Korean Secondary Schools

  • Nam, Hyun-Ha
    • English Language & Literature Teaching
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    • v.17 no.2
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    • pp.59-77
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    • 2011
  • In recent years, as many native English speakers are working in Asia to as English teachers, team teaching with local teachers has been commonly implemented within the Korean EFL classroom. Using qualitative case studies, this paper aims to explore native English-speaking teachers' (NESTs) perceptions of team teaching and their challenges at different secondary Korean schools. The study documents the challenges faced by three foreign teachers embedded in intercultural teaching teams. The data shows that common challenges include vague role distribution among teachers, problems presented by mixed levels of students, large classes, and students' low valuation during foreign teacher's classes, which go ungraded. The study calls for serious governmental efforts to change these fundamental problems and closely examine local factors that strongly affect team teaching practices before initiating a system of importing foreign teachers without proper preparation.

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Effective Models of English Team Teaching in Korean Middle Schools

  • Kim, Jeong-Ok
    • English Language & Literature Teaching
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    • v.15 no.3
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    • pp.105-127
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    • 2009
  • This study investigates effective models of team teaching in Korean middle school classrooms based upon a questionnaire survey and two English listening tests. The data from 349 first year middle school students from 3 different middle schools were collected and compared between team teaching (TT) types in terms of participants' background language learning methods and their opinions about TT. The findings of the present study indicate that students appear to have different opinions about TT according to the TT types. Also the results of the English listening tests between students who took TT and those who didn't take TT show significant differences between TT groups. This study gives both native English teachers (NETs) and Korean English teachers (KETs) the perspectives about effective TT type and the opportunities that both types of teachers could reconsider their TT in order to develop students' English communicative competence more successfully.

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Teaching-Learning Model of Convergence Project Based on Team Teaching in Engineering Education (공학교육에서의 팀티칭기반 융합프로젝트중심 교수학습모형의 개발)

  • Park, Kyungsun
    • Journal of Engineering Education Research
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    • v.17 no.2
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    • pp.11-24
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    • 2014
  • The purpose of this study is to develop a teaching-learning model of convergence project based on team teaching. Based on development research methodology which explored a university case, the teaching-learning model was developed including three phases such as preparation, planning, and implementation & evaluation. The preparation phase has three steps as follows: to organize team teaching faculty; to develop convergence projects cooperated by industry and university; and to design instructions based on supporting convergence projects. The last step of preparation phase consists of five design activities of: (1) instructions and teaching contents; (2) communication channel among faculty members; (3) feedback system on students' performance; (4) tools to support learners' activity; and (5) evaluation system. The planning phase has two steps to analyze learners and to introduce and modify instruction and themes of convergence projects. The implementation & evaluation phase includes five steps as bellow: (1) to organize project teams and match teams with faculty members; (2) to do team building and assign duties to students of a team; (3) to provide instruction and consulting to teams; (4) to help teams to conduct projects through creative problem solving; and (5) to design mid-term/final presentation and evaluation. Lastly, the research implications and limitations were discussed for future studies.

Effects of Team Teaching on Strategic Cultural Curriculum Contents against Freshmen -focused on case of Local University(Department of Secondary Special Education)- (대학 신입생 대상 전략교양 교과 콘텐츠의 팀티칭 운영 효과 -지역대학(중등특수교육과) 사례를 중심으로-)

  • Rhyou, Sook-Ryeol;Park, Hye-Sung
    • The Journal of the Korea Contents Association
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    • v.16 no.12
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    • pp.310-326
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    • 2016
  • A lot of colleges have made continued efforts to help freshmen adapt themselves to a new school life and environment and build a decent relationship with faculty and other students. Therefore, this study attempted to figure out the effectiveness of team teaching(team teaching by academic advisor, standard textbook-centered guidance vs. autonomous mentoring) on strategic cultural curriculum as a way to help freshmen adapt themselves to a school life. For research subjects, 31 enrolled freshmen and 5 professors from a college in Chungbuk were selected. In terms of research tools, 'Communication Competence Assessment Sheet' provided by Strategic Cultural Curriculum Development Team and a simple questionnaire on 'curriculum satisfaction, adaptation to school and intimacy' were applied. For data analysis, paired t-test, independent samples t-test and rating scale were conducted. The study results found the followings: First, according to analysis on the effects of two different types of team teaching on the goal of strategic cultural curriculum('improvement of communication competence'), significant effects were found in a standard curriculum(textbook)-centered team. Second, when adaptation to a school life(school adaptation, intimacy) perceived by the students who completed the strategic cultural curriculum according to two different types of team teaching curriculum was analyzed, significant changes were found at standard textbook-centered guidance team. Third, this study has examined other changes, satisfaction, opinions and perception(strength, weakness, opinions for improvement) on the curriculum perceived by the students(learners) and faculty regarding about team teaching curriculum. Based on these results, educational implications of this study were reviewed. And a suggestion and limits were presented.

The Study on Conflict Management Methods and Job Satisfaction of Conflict Level in Team Teaching Nursery Teachers (영아반 복수담임의 갈등수준에 따른 갈등관리방법과 직무만족도)

  • Lee, Jin-Hee;Kim, Hyun-Joo
    • Journal of the Korea Academia-Industrial cooperation Society
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    • v.18 no.2
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    • pp.532-539
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    • 2017
  • The objective of this study was to understand the degree of conflict in team teaching nursery teachers and also differences in conflict management methods and job satisfaction in accordance with conflict level. For this, a survey was conducted targeting 241 team teaching nursery teachers. In the results of the study, conflict management methods in accordance with conflict level of team teaching nursery teachers showed significant differences in the type of 'integration' and 'avoidance' between groups. Second, job satisfaction in accordance with the conflict level of team teaching nursery teachers showed significant differences in the whole like 'director's operation method & attitude', 'social perception & treatment', 'childcare environment and welfare', 'childcare work', 'relation with colleagues', and 'relation with parents' between groups. In other words, the group with low conflict showed higher job satisfaction than groups with middle or high conflict levels. Based on the results of the study, the efficient operation of team teaching nursery teachers was also discussed.

A comparative study on perception of team teaching between vocational teachers and industry-educational adjunct teachers in Technical high school (팀티칭에 대한 공업계열 전문교과교사와 산학겸임교사 간 인식 비교 연구)

  • Son, Yeo-Ul;Lee, Byung-Wook
    • 대한공업교육학회지
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    • v.36 no.1
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    • pp.75-94
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    • 2011
  • The purpose of this study is to suggest the basic data in order to examine and perform the plan for activating the team teaching between industry-educational adjunct teachers and vocational teachers in technical high school. The research results are as follows. First, It is found that both teacher groups acknowledge the necessity of the team teaching, but vocational teachers are less likely to recognize the necessity than industry-educational adjunct teachers. Second, In the preparation of team teaching, both two groups of the teachers believe that the preliminary interchange and training between them are to be highly supportive for the activities expected to help teachers. Therefore, it is necessary to have opportunity of communication and narrow the difference of opinions between them by promoting the deep interest about applicable field and sharing the mutual idea between the teachers in the preparation of team teaching. Third, And the two groups recognize that the cooperation and joint establishment of design of team teaching and the individual process or joint progress of class activity are desirable for the proper design of team teaching. Therefore, it is necessary to establish the class environment for the interaction between teachers and students through not only the reciprocal activities between teachers but the interest class by systematically preparing the class design and role division clearly. Fourth, In the practice of team teaching, the two groups believe that the teaching activities can be usually divided and progressed, but it is desirable to work together in the related contents. The vocational teachers recognize that it is necessary to actively interact with students by connecting with the case of industry field. On the other side, industry-educational adjunct teachers think that the learning contents should be selected and organized according to the interests of students by associating with the case of industry field. Fifth, And two groups of teachers recognize that it is desirable to evaluate the grade by reflecting on the assessment by vocational teachers(50%), industry-educational adjunct teachers(50%).

A Case of Evaluation Categories on Team teaching-based Technical Writing and Presentation Class

  • Jo, Cheolwoo;Nam, Kyoung-Woan
    • Journal of Engineering Education Research
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    • v.17 no.5
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    • pp.13-16
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    • 2014
  • This paper describes the evaluation procedures which was applied to the team teaching-based technical writing and presentation class. Among the various evaluations for the class, three major cases are introduced. Self-established goal evaluation, presentation evaluation and team evaluation are those. Each evaluation is designed to promote or evaluate student activities from the class. And it was found to be effective for team-based writing class.