REGULAR ARTICLE

An Exploration of Professional Development Programsfor Teachers of Collaborative Teaching of EFL in Taiwan:A Case Study

Wen-Hsing Luo

� De La Salle University 2013

Abstract This study aims to explore a professional

development program for teachers of collaborative teach-

ing of English as a foreign language (EFL) in elementary

schools in Taiwan. There have been studies of collabora-

tive teaching of EFL by native English-speaking teachers

(NESTs) and local English teachers in school systems in

the Asia-Pacific region. Yet very few have explored the

issues regarding professional development programs for

teaching practice of this kind. The purpose of this study is

threefold: (1) to explore teachers’ perceptions of a pro-

fessional development program organized by the author,

(2) to determine the dimensions of the program that need to

be improved, and (3) to define necessary elements in a

possible professional development model for collaborative

teaching of EFL by NESTs and local teachers. Research

methods including individual interviews and a question-

naire were employed to solicit data. The study reveals that

the professional development program being studied was

perceived by the teachers as a context where they could

share experiences and learn from fellow teachers. It also

indicates that the teachers preferred professional develop-

ment programs focusing on teaching skills. It is found,

however, that the teachers had different needs for profes-

sional development and the modules included in a viable

professional development program should reflect teachers’

concerns accordingly.

Keywords Collaborative teaching � EFL �Elementary schools � NESTs � Professional development

Introduction

This study aims to examine a professional development

program for teachers of collaborative teaching of English

in Taiwanese elementary schools. Including native Eng-

lish-speaking teachers (NESTs) in school systems to pro-

mote English education is not a new practice in the Asia-

Pacific region. Examples include the Native-Speaking

English Teacher Scheme (NET) in Hong Kong, the Japan

Exchange and Teaching Program (JET), the English Pro-

gram in Korea (EPIK) and the NEST Program in Taiwan.

Several studies of collaborative teaching of English as a

foreign language (EFL) by NESTs and local English

teachers in these contexts have been published (e.g., Car-

less 2002, 2006; Chou 2005; Kachi and Lee 2001; Lin

2001; Luo 2006, 2007a, b; Tajino and Tajino 2000). Yet

very few have addressed the issues concerning viable

professional development programs for collaborative

teaching of this kind (e.g., Crooks 2001; Sturman 1992).

Welch and Sheridan (1995) stated that teachers need to

tackle various challenges when attempting to work together

in a collaborative teaching setting. In order to tackle the

challenges successfully, team teachers need to refresh their

skills and knowledge about collaborative teaching through

utilizing professional development resources. As the

practice of collaborative teaching of EFL by NESTs and

local teachers has become prevalent in Asian countries, the

significance of such professional development cannot be

overlooked. It is important to create a viable professional

development program that aims to maximize the success of

collaborative teaching and help teachers better channel

their efforts into the process of learning to work together.

In this study, the author organized and examined a

professional development program for collaborative

teaching of EFL by NESTs and local teachers in

W.-H. Luo (&)

Department of English Instruction, National Hsinchu University

of Education, 521 Nanda Rd., Hsinchu City 30014, Taiwan

e-mail: wluo@mail.nhcue.edu.tw

123

Asia-Pacific Edu Res

DOI 10.1007/s40299-013-0115-8

elementary schools in Taiwan. This program was designed

by the author in light of previous studies (e.g., Robinson

and Schaible 1995). Using data gathered from individual

interviews with the teachers and a teacher survey, the

author sought answers to the following questions:

1. What are teachers’ perceptions of the professional

development program organized by the author?

2. What are the dimensions of the program that need to

be modified, improved, or strengthened?

3. In a possible professional development model for

teachers of collaborative teaching of EFL in Taiwanese

elementary schools, what are the training modules

necessary for the teachers?

Professional Development for Collaborative Teaching

of EFL by NESTs and Local Teachers in Asia

In Hong Kong, the NET Scheme has organized and con-

ducted professional development activities for the teachers

involved in co-teaching of English (NET Deployment

Guidelines 2009). Yet, a study by Carless (2006) indicates

that promoting innovation and achieving continuing pro-

fessional development were challenges to the Scheme. To

promote collaborative teaching, Carless made suggestions

such as support for teachers and mechanisms for ongoing

improvement.

The JET Program has been existent in the school system

in Japan for over 25 years, but previous research revealed

drawbacks of the Program such as a lack of teacher training

and institutional conflicts, and emphasized the need for

supportive in-service training for both NESTs and local

English teachers (Crooks 2001). As well, Kachi and Lee

(2001) suggested the necessity of pre-service and on-going

in-service training in different contexts such as school- or

local-level teachers’ meetings, small group forums, and

summer workshops.

In Taiwan, the provision of professional development

programs for collaborative teaching of EFL has been in the

hands of the Education Department of individual cities/

counties where the NEST Program (i.e., including NESTs

in the school system) is implemented. To facilitate the

provision of teacher training, the individual city’s/county’s

English Education Advisory Committee, which is under the

auspices of the Education Department, has assumed the

task of organizing training courses for teachers. Generally,

teacher training for collaborative teaching of EFL is

arranged by the Committee for NESTs and it includes a

30-hour orientation course in addition to in-service work-

shops during the school semester. The orientation course

consists of sessions such as understanding local law and

culture, learning collaborative teaching techniques, and

sharing teaching experiences, whereas the in-service

workshops cover various teaching-specific topics, for

instance, integrating drama in English teaching, using

game activities, and creating teaching props.

According to the guidelines for NESTs in elementary

schools posted on the website of the Ministry of Education

(MOE) of Taiwan (2003), NESTs are to work with Tai-

wanese teachers of English (TTEs) as an English teaching

team at the school and to support the research and devel-

opment of English teaching methods and materials. The

MOE website also gives job descriptions for NESTs

including ‘‘(a) to support collaborative teaching of English

and develop effective learning activities, (b) to support

remedial instruction for students and promote conversa-

tional English, (c) to support research and development of

supplementary materials, (d) to promote current concepts

of English learning through teaching demonstrations and

school visits, and (e) to assume other duties related to

English teaching and cultural exchanges’’ (MOE 2003).

NESTs are requested to fulfill these job responsibilities.

However, previous research (Luo 2006, 2007a) shows that

both NESTs and local teachers received little on-going

training focused on collaborative teaching of EFL, the

provision of which is intended to equip the teachers with

knowledge about and capacity for coping with the task of

collaborative teaching in the classroom. The author’s

opinion is in accord with Crooks’ assertion (2001) that to

justify the existence of NESTs in school systems, the

government needs to provide on-going training for NESTs

and their co-teachers. It is, therefore, deemed necessary to

provide a professional development program focusing on

collaborative teaching of EFL for NESTs and local English

teachers alike.

Previous studies show that teachers of collaborative

teaching of EFL have faced challenges. For instance, in a

study of collaborative teaching by NESTs and local

teachers in Korea, Japan, and Hong Kong, Carless (2002)

found challenges facing team teachers such as lack of

planning time and poor understanding of the rationale for

collaborative teaching. He also found that NESTs

encountered tensions in collaborative teaching situations

(Carless 2006). A study by Luo (2006) indicates that

NESTs and local English teachers in elementary schools in

Taiwan had contrasting perceptions of the collaborative

teaching they performed and were uncertain about the role

that each team teacher played. Additionally, Luo (2007b)

found that the elements of optimal collaborative teaching

perceived by both NESTs and local teachers include

respect, equality, flexibility, language (for communication

and discussion), empathy, collaborative culture, time, and

knowledge (about collaborative teaching of EFL).

W.-H. Luo

123

The Professional Development Program in This Study

With an understanding of the challenges facing teachers of

collaborative teaching of EFL, the author organized a

professional development program in an attempt to explore

a possible professional development model for teacher

training of this kind. This professional development pro-

gram was designed in light of previous research (e.g.,

Robinson and Schaible 1995) and was facilitated by the

author. This program addressed the components of optimal

collaborative teaching of EFL stated above, and its goals

were (a) to improve the practice of collaborative teaching

of EFL by NESTs and local teachers in Taiwanese ele-

mentary schools, (b) to help team teachers attain collabo-

rative teaching skills, and (c) to promote goodwill among

team teachers.

The program consisted of seven modules. Each of these

modules comprised a three-hour session. These modules

were organized in accordance with the goals which the

program was intended to achieve.

1. Introduction to collaborative teaching of English This

module covers topics such as getting to know your co-

teacher(s) and understanding of collaborative teaching

models.

2. Developing collaborative teaching lesson plans This

module includes activities about how to plan lessons

collaboratively, for instance, by developing a format

for lesson planning that both team teachers agree

upon.

3. Cultural understanding This module informs NESTs

and local teachers of differences regarding cultures and

educational/school administrative systems between

guest and host countries.

4. Teaching strategies and classroom management This

module includes topics on collaborative discipline,

meaningful instruction, and understanding of

students.

5. Strategies for negotiation This module is designed to

inform team teachers of appropriate language usage,

manners, and skills in communication and discussion

with each other.

6. English language enhancement (for local teachers)

This training module is intended to help local

teachers to continue their English proficiency

development.

7. Problem solving and conflict resolution This module

aims to help team teachers develop a collaborative

culture including strategies for problem solving

through collaborative reflection, for instance, by using

video recordings of teachers’ teaching in the

classroom.

The Study

This study was implemented from September 2009 to May

2010, including a professional development program and

post-training data collection. The author invited all the

teachers (i.e., NESTs, TTEs, and homeroom teachers who

co-taught with the NESTs) involved in collaborative

teaching of EFL in elementary schools in Hsinchu City to

attend the professional development program from Sep-

tember 2009 to December 2009. Hsinchu City was chosen

because it was the first city in Taiwan to implement the

NEST Program. At the time of this study, it had been

8 years since Hsinchu City started the NEST Program. The

teachers in the NEST Program in Hsinchu City, therefore,

might be assumed to be able to provide more insights into

collaborative teaching of EFL in Taiwanese elementary

schools. The number of teachers in the Hsinchu City Pro-

gram, including NESTs, TTEs and homeroom teachers who

co-taught with the NESTs, was approximately 450. All of

the TTEs and homeroom teachers were certified elementary

school teachers. The difference between the TTEs and

homeroom teachers was that the former were qualified

teachers of English at the elementary level, while the latter

were not. As for the NESTs, they were native speakers of

English with four-year college degrees and had a teaching

license in their home country for elementary or secondary

schools. The total number of teachers attending the pro-

fessional development program was 50. All of the attend-

ees, except for one NEST, were either TTEs or homeroom

teachers. After the program was completed (in December

2009), teachers who attended the program were invited for

an individual interview on a voluntary basis. Six teachers

including four TTEs (Chen, Hsu, Lee, and Lin) and two

homeroom teachers (Chang and Wen) (all these names are

pseudonyms) agreed to give an interview (see Appendix A

for the interview protocol). There were six interviews and

each interview lasted one to one-and-a-half hours. Inter-

views were conducted to obtain a detailed description of the

teachers’ perceptions of the professional development

program being studied. All the interviewees were female

and had taught in elementary schools ranging from six to

ten years; their collaborative instruction experience varied

from one to seven years. In addition to interviews with

these six teachers, a questionnaire was sent to all of the

teachers in the Hsinchu City Program (including those who

participated in the experimental professional development

program and the interview participants) (see Appendix B

for the questionnaire). The questionnaire survey was

administered from April to May 2010 and was used to

gather information on the teachers’ opinions about training

programs for collaborative teaching of EFL in Taiwanese

Professional Development Programs for Teachers of Collaborative Teaching

123

elementary schools. A total of 450 copies of the question-

naires were sent out. The number of replies was 205,

including 23 NESTs, 41 TTEs, and 141 homeroom teach-

ers; the response rate was 45.6 %. Among the questionnaire

respondents, there were 183 females (including 7 NESTs,

40 TTEs, and 136 homeroom teachers) and 22 males (i.e.,

16 NESTs, 1 TTE, and 5 homeroom teachers). The ques-

tionnaire data shows that 60.9 % of NESTs, 87.8 % of

TTEs and 80.1 % of homeroom teachers had more than

one year’s experience in collaborative teaching of EFL in

Taiwanese elementary schools at the time of the study.

Discussion of Findings

In the following section, findings of this study are dis-

cussed in connection with the stated research questions

regarding (1) teachers’ perceptions of the professional

development program, (2) dimensions of the program

which need to be improved, and (3) training modules

necessary for teachers of collaborative teaching of EFL in

Taiwanese elementary schools.

Teachers’ Perceptions of the Professional Development

Program

Interviews reveal some prevalent opinions and common

attitudes and needs. The most salient points are listed below.

Benefits of the Program: An Opportunity for Sharing

Experiences and Learning from Fellow Teachers

When interviewed about her perceptions of the program,

one TTE, Lee, remarked that the program did not help her

so much with English teaching per se; nevertheless, in the

program she learned how to work amicably with NESTs

and how to deal with difficult situations such as avoiding

making racist remarks of which she might be unaware. She

commented that because of attending the program she

learned how teachers at other schools worked with NESTs

and what could be done when there were problems. TTE,

Chen, made similar comments:

‘‘The biggest problem with collaborative teaching

was lack of communication between NESTs and

TTEs. It is good that we can talk through our prob-

lems and share our experiences at the training ses-

sions and learn from each other.’’

The value of sharing experiences at the training sessions

was acknowledged by the interviewees. The interview data

shows that the program was perceived by the teachers as a

context where they could share experiences and learn from

other teachers.

The Applicability of the Program: Limited due to Workload

While the teachers considered the program as a context of

sharing experiences, they were not able as yet to apply

what they had learned in the program to actual teaching.

TTE, Lin, commented:

‘‘It is not easy to put what I learned in the program

into practice as my co-teachers can’t or are not

willing to cooperate. In addition, my workload is

heavy. I don’t have time to really think about how to

apply the materials I got in the program to classroom

teaching.’’

Lin’s comments suggest that as the teachers were over-

occupied with work, they did not have time to think of the

possible applications of the training program to their

teaching in the classroom.

Dimensions of the Program Need to be Improved: More

Focus on Teaching Skills

One TTE, Hsu, commented that professional development

programs should provide attendees with handy and prac-

tical teaching tips. She would like to learn various teaching

methods and how to give a lesson in English. Therefore,

among the sessions included in the program, she consid-

ered Developing collaborative teaching plans and English

language enhancement as the most useful. In the session on

collaborative lesson planning, she learned how to design

lessons for collaborative teaching, while in the English

language enhancement session she gained helpful infor-

mation about using Internet resources in learning English.

She also remarked on the necessity of receiving training in

remedial instruction because she would need the relevant

teaching techniques for teaching multi-level classes.

Hsu: I am teaching multi-level classes. I’d like to

learn how to help low achievers through remedial

instruction. I want to know the teaching methods and

materials used for low achievers, for instance, the

techniques of grouping students and arranging extra

learning time.

A homeroom teacher, Wen, considered the training

session on English enhancement as the most useful because

in that session she learned how to communicate with

NESTs and discovered website resources she could use in

learning English. She posted the information about English

learning resources on the class website and shared it with

her students. In comparison, Lee wished to learn skills for

presenting vocabulary, sentence structures, and related

activities. She also expressed a desire to learn how to

conduct classroom observations, through which she could

W.-H. Luo

123

gain insights into students’ learning and accordingly

improve her teaching practice.

The interview data shows that, by and large, the pro-

fessional development program was considered most

valuable as a context where they could share experiences

and learn from one another, and the sessions on collabo-

rative lesson planning and English language enhancement

were deemed most useful for the teachers. It appears that

the teachers preferred professional development that

focuses on practical teaching ideas and techniques and

looked for teaching resources that are ready for use in the

classroom. Skills not emphasized in the program but sug-

gested by the teachers are those of presenting a lesson,

teaching vocabulary, remedial instruction, and conducting

classroom observations. Additionally, while the program

was perceived as valuable, the potential value was not

always applicable because the teachers were occupied with

such a teaching workload, they were unable to think about

how to put the training into practice. It is therefore sug-

gested, in order to make the most of the professional

development program, that the ease of applicability of

elements in the program should be strengthened.

Training Modules for Teachers of Collaborative

Teaching of EFL in Taiwanese Elementary Schools

The questionnaire data shows that, concerning the format

by means of which professional development could be best

delivered, teaching demonstration was the top choice for

TTEs and homeroom teachers, while workshops were

preferred by NESTs. The most useful training modules

which the teachers had attended in the past were workshops

at which NESTs and TTEs demonstrated collaborative

teaching activities and shared experiences. Workshops

which familiarized teachers with cultural differences and

advanced the understanding of the host culture were high

on the list of useful sessions for NESTs. As for TTEs, in

addition to workshops focusing on collaborative teaching,

those on lesson planning, communication and negotiation

skills, and teaching theories and techniques were consid-

ered the most useful. Workshops that homeroom teachers

had attended in the past and considered the most useful

were those related to collaborative teaching techniques,

classroom management, and language skills for commu-

nication and discussion. As well, workshops about under-

standing NESTs’ expectations of local teachers and team

teachers’ roles in the classroom, and how to get along with

NESTs were considered useful by the homeroom teachers.

The differences among these three groups of teachers

concerning the most useful training sessions show that the

teachers had different needs for in-service training in col-

laborative teaching of EFL.

With regard to the modules deemed necessary for

teachers of collaborative teaching of EFL in Taiwanese

elementary schools, the questionnaire data shows that for

TTEs, the top three most needed modules were Strategies

for negotiation, Collaborative teaching skills and class-

room management, and English language enhancement, in

that order. Similarly, for homeroom teachers, modules of

Strategies for negotiation, English language enhancement,

and Problem solving and conflict resolution were consid-

ered the most necessary. The survey results are corrobo-

rated by the interview data showing that the module of

English language enhancement was considered by the local

teachers (e.g., Hsu and Wen) as necessary. In comparison,

NESTs considered Cultural understanding, Developing

collaborative teaching plans, and Problem solving and

conflict resolution as integral to a professional develop-

ment program for collaborative teaching of EFL in Tai-

wanese elementary schools.

The results regarding the training modules reflect the

teachers’ concerns in collaborative teaching of EFL in

Taiwan. Namely, as the NESTs were responsible for lesson

planning and needed to work with different local teachers,

they wished to receive professional development training

(such as Developing collaborative teaching plans and

Problem solving and conflict resolution) that could help

improve their collaborative teaching performance in ele-

mentary schools in Taiwan. Additionally, the NESTs were

working in a context where the culture is different from

their own. This cultural aspect of training is underscored by

other research. Understanding of Taiwanese culture was

considered essential for the NESTs to practice effective

collaborative teaching and sustain a favorable rapport (cf.

Barratt and Kontra 2000). In contrast to the NESTs’

responses, the TTEs and homeroom teachers prioritized the

training modules of Strategies for negotiation and English

language enhancement. This suggests that English ability

and language skills for communication with NESTs were

concerns for the local teachers involved in collaborative

teaching of EFL in Taiwanese elementary schools.

Suggestions and Conclusion

With the light shed from the discussions above, the author

wishes to make the following suggestions. First, the pro-

fessional development program in this study was perceived

by the teachers as a context, where they could share

teaching experiences and learn from others. The teachers

have looked for teaching techniques and resources ready

for use in the classroom because they have been occupied

with teaching work and have not had time to think about

the applications of the program. To provide successful

professional development programs through which

Professional Development Programs for Teachers of Collaborative Teaching

123

teachers have the opportunity to apply what they learned

and to discuss the effectiveness of strategies they used

(Casale 2011), the author suggests various formats be

considered for the delivery of professional development

programs for teachers according to context. For instance,

professional development could be delivered through group

reflection sessions and workshops given by fellow teachers.

Through group reflection, teachers would share experi-

ences and engage in critical reflection on their teaching

performance and the process of decision making in the

classroom, while at workshops, teachers could learn from

one another, get handy teaching tips, and see applications

of teaching ideas in action.

Second, the study shows that distinct training modules,

which vary among teachers, are necessary for a successful

professional development program for collaborative

teaching of EFL. For instance, the NESTs considered

training modules related to cultural understanding and

lesson planning as necessary, whereas the local teachers

valued modules of strategies for negotiation and English

language enhancement. The author suggests that teachers’

stated needs should be taken into account in the design of

professional development programs. As Casale (2011)

corroborated, effective professional development experi-

ences were on topics selected and facilitated by teachers.

Various specialized training modules could be provided for

TTEs, homeroom teachers and NESTs to meet their needs,

respectively, and therefore to increase teachers’

effectiveness.

Third, the survey results regarding the training modules

necessary for teachers support the design of the profes-

sional development program in this study. Those modules

considered necessary by the teachers were actually inclu-

ded in the program such as understanding of host and guest

cultures, collaborative teaching skills and classroom

management, developing collaborative teaching plans, and

strategies for negotiation. The design of the program in this

study could be a workable model of professional devel-

opment for teachers. The author suggests that those mod-

ules be taken into account in a possible professional

development framework for teachers of collaborative

teaching of EFL, particularly in Taiwanese elementary

schools.

Finally, the author wishes to make a suggestion on

future research. As stated earlier, the provision of pro-

fessional development for teachers in the NEST Program

is in the hands of the Education Department of the indi-

vidual cities/counties where the Program is implemented.

It is worthwhile exploring issues concerning this frame-

work of teacher professional development organization by

the public sector in Taiwan. For instance, the impact and

effectiveness of the professional development that is

provided by the government could be compared to that

designed and implemented by individual schools, which

are arguably more aware of teachers’ needs in the school

context. It is believed that effective professional devel-

opment can help teachers expand their knowledge and

skills and consequently improve students’ learning of

English in elementary schools in Taiwan (cf. Casale

2011).

In conclusion, this study illustrates teachers’ perceptions

of a professional development program for teachers of

collaborative teaching of EFL in elementary schools in

Taiwan. It shows that the teachers considered the program

as a valuable opportunity to share experiences and learn

from other teachers, although they could not as yet effi-

ciently apply what they learned in the program to actual

teaching due to their heavy workload. The study indicates

that the teachers preferred professional development pro-

grams that not only focus on cross-cultural communication

issues, but also practical teaching skills; and therefore,

considered workshops about collaborative teaching of EFL

and teaching demonstrations by fellow teachers as the most

useful for them. The study also reveals that NESTs and

local teachers had different needs for professional devel-

opment training. To improve the effectiveness of profes-

sional development programs, organizers should take

account of various teachers’ needs in context. Although

this study has limitations of focusing of Taiwan, the author

hopes that it helps cast light on professional development

for teachers of collaborative teaching of EFL in the Asian

context in general.

Appendices

A: Interview Protocol

1. Please describe your educational background and

teaching experience.

2. Have you attended any teacher training before? If yes,

please describe it.

3. Does this professional development program provide

you with the knowledge and skills necessary for

collaborative teaching of English? How (or how not)?

Please give examples.

4. Is there any training session in this program that you

think was helpful for your teaching with your co-

teacher(s)? Why? Please give examples.

5. Can you apply what you have learned in the program

to your teaching? How? Please give examples.

6. What are your suggestions for this program in general?

7. What would you suggest for your school and the city’s

educational board with regard to professional devel-

opment for teachers?

W.-H. Luo

123

B: Questionnaires

Questionnaire on Teacher Training for Collaborative Teaching of EFL in Taiwanese

Elementary Schools

Please check the item that applies to you in the following questions:

I am Male Female

I am a foreign English teacher local English teacher homeroom teacher

Number of teachers I co-teach with at the school(s):

1 2 3 4 5 more than 5

Years of collaborative teaching of English at elementary schools in Taiwan:

1 2 3 4 5 more than 5 years

1. What is your experience of collaborative English teaching?

Not satisfactory Somewhat satisfactory but can be improved

Very satisfactory (If you check this item, please go to Question 3.)

2. What do you think can be done to improve your collaborative English teaching?

_____________________________________________________________________

_____________________________________________________________________

3. How often have you attended teacher training?

Always when there is training session available

Sometimes depends on _________________________________________________

Never (If you check this item, please go to Question 9.)

4. Have you ever attended teacher training sessions focusing on collaborative English

teaching?

Yes No (If you check this item, please go to Question 10.)

5. What training sessions for collaborative English teaching have you attended?

_____________________________________________________________________

_____________________________________________________________________

Professional Development Programs for Teachers of Collaborative Teaching

123

6. Were the training sessions for collaborative English teaching that you have attended useful

to your teaching?

Very useful Somewhat useful Not useful at all (If you check this item,

please go to Question 11.)

7. What were the most useful training sessions of collaborative English teaching that you

have attended?

_____________________________________________________________________

_____________________________________________________________________

8. Why were the training sessions of collaborative English teaching that you mentioned above

useful for you?

_____________________________________________________________________

_____________________________________________________________________

9. Please check any of the following reasons that you do not attend teacher training.

Do not have time Do not know when/where training takes place

Training is not useful Training is a waste of time

Other reason(s)________________________________________________________

10. Please check any of the following reasons that you do not attend teacher training in

collaborative English teaching

Do not have time Do not know when/where training takes place

Training is not useful Training is a waste of time

Other reasons(s)_______________________________________________________

11. Do you think the provision of training in collaborative English teaching is necessary for

improving your English teaching?

Extremely necessary Somewhat necessary

Not necessary at all because______________________________________________

12. What modules do you think need to be included in teacher training of collaborative

English teaching? (Please check any of the following items that apply to you.)

Introduction to collaborative teaching of English

W.-H. Luo

123

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Luo, W.-H. (2006). Collaboration between Native and Non-native

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Teaching strategies and classroom management

Developing collaborative teaching lesson plans

Strategies for negotiation

English language enhancement (for Taiwanese teachers)

Problem solving and conflict resolution

Others ______________________________________________________________

13. In what formats would you like training in collaborative English teaching to be delivered?

(Please check any of the following items that apply to you.)

Workshops Lectures Seminars Demonstrations Others_______

14. What would you suggest to your school, the foreign teacher recruitment company and

educational authorities about the provision of training in collaborative English teaching?

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

15. What would you suggest to your school, the foreign teacher recruitment company and

educational authorities about English teaching in Taiwanese elementary schools?

Understanding of guest and host cultures

Professional Development Programs for Teachers of Collaborative Teaching

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Teaching, 43(2), 57–59.

Sturman, P. (1992). Team teaching: A case study form Japan. In D.

Nunan (Ed.), Collaborative language learning and teaching (pp.

141–161). Cambridge: Cambridge University Press.

Tajino, A., & Tajino, Y. (2000). Native and non-native: What can

they offer? ELT Journal, 54(1), 3–11.

Welch, M., & Sheridan, S. (1995). Educational partnerships serving

students at risk. Orlando, FL: Harcourt Brace.

W.-H. Luo

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