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Asian Conference on Education Presentation on October 25, 2009
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COLLABORATING FOR DEVELOPMENT
The Asian Conference on EducationOctober 25 2009, Osaka Japan
Alan Bessette & Hitomi KwonPoole Gakuin University
PURPOSE OF THE STUDY
Describe teachers’ perceptions and attitudes on team teaching
Evaluate how it has affected their teaching.
WIDER PURPOSES Provide qualitative research
results on team teaching in higher education in Japan
Develop a teaching format to meet the needs of diverse learners
Examine if collaboration can be a means for professional development
PROGRAM
1st two years of our English program Consists of 3 classes (L&S, R&W and
CALL) that make up the Core English program
Classes meet twice a week for 90 minutes Classes are taught and shared by two
teachers, one NEST and one JaST
TEAM-TEACHING:
• Share students
• Share materials
• Share goals
• Share work
Teaching Pairs
KEY TO COLLABORATION: COMMUNICATION Monthly meetings – Core English group Online – Core English group & teaching pairs f2f – teaching pairs Attendance cards – teaching pairs
REVIEW OF PREVIOUS RESULTS
Able to teach to their strengths Concerned about time needed Concerned that students might be
confused by different messages, e.g., homework assignments, from teachers
Initial Results: Teacher – (April 2008)
REVIEW OF PREVIOUS RESULTS
Generally positive attitude towards team-teaching
<JaSTs> ・ More helpful for Grammar and Reading & Writing ・ Easier to ask for help in Japanese
<NESTs> ・ Provide authentic English ・ More helpful for Listening & Speaking
<Both> Create enjoyable atmosphere
Initial Results: Students – (April 2008)
FOLLOW-UP
Because of multiple ways of communicating, teachers do not see team-teaching as a burden
Teachers are able to teach to their strengths
Team-teaching provides flexibility Sharing information helps teachers
understand different aspects of students Students’ attitudes, attendance, energy,
motivation, and performance are good.
Teachers – (end of May 2008) interviews
FOLLOW-UP
Perceive classes as separate, but don't feel that this is important; classes are going well and they are satisfied
Connection between classes is provided by textbooks and syllabus
Having NESTs and JaSTs is a plus Different characters tend to complement
each other Easy to ask both NESTs and JaSTs questions
Students – (end of May 2008) interviews
PRESENT INVESTIGATION: FOCUS ON TEACHERS (2009.9)
Questionnaires General opinions about team-teaching in
theory Questions about team-teaching in Core
English classesPositive effects on teachingNegative effects on teachingWays to improve team-teaching at Poole
PRESENT INVESTIGATION: FOCUS ON TEACHER (2009.9)
Group interview More specific positive effects (wanted
specific examples) How teachers define and value
collaboration Ways to improve team-teaching
RESULTS – IN THEORY
Overall positiveWith strong agreement for positive effects on
teaching and sharing insights about teaching
RESULTS
3.53.63.73.83.9
44.14.24.34.4
Team teaching…….
RESULTS
0
0.5
1
1.5
2
2.5
3
3.5
4
Team teaching…….
RESULTS – AT POOLE GAKUIN
Positive effects on: Quality of teaching Professional growth Morale
QUALITY OF TEACHING: STUDENTS
Meaningful discussions Fairer assessment Student choice
QUALITY OF TEACHING: CLASSES
Recycling No overlap Focus on less, do it better Pace
PROFESSIONAL GROWTHLearn from other teachers: Ideas Strategies Methods Materials
MORALE
Lessens Workload Preparation of syllabus, examinations,
correcting homework, preparing materialsTeachers can help each other cover the
material Improves relationships
“Benefited from the warm collegial relationships”
“Team teaching makes teachers more open to asking and offering help”
EVALUATING TEAM TEACHING AT POOLE
Barriers for
Collaboration
(Welch; 1998)
CONCEPTUAL BARRIERS Prior to the start of the program
Uncertainty over team teachingConfusion with team teaching in high
schools Now
Better understandingGeneral acceptance
PRAGMATIC BARRIERS
TimeAlmost all teachers agreed that finding time
to make team teaching work takes time and effort and there is a need for regular meetings
ATTITUDINAL BARRIERS Positive attitudes towards team
teaching expressed in Questionnaires InterviewsTime and energy spent
Unexpressed attitudesLimited questionnaire responsesLimited participation in interviews &
meetings
PROFESSIONAL BARRIERS Most pairs collaborating well
“Benefited from the warm collegial relationships”
Unspoken but hinted at opinion that not all pairs work together well “Place teachers who mesh well”“Try to put teachers where they feel most
comfortable” Team teaching not necessary
Prefer not to team teach
FUTURE IMPLICATIONS Communication
Monthly meetings that all can attendPre- and post-semester meetings
Limitations of the studyUnexpressed negative responsesDescriptive and not empiricalLearner opinions
THANK YOU! Reference:
Welch M. 1998. Collaboration: Staying on the Bandwagon. Journal of Teacher Education. 49 (1): 26-37
Contact informationAlan Bessette: [email protected] Kwon: [email protected]
Powerpoint slides:
