Abstract
It has been thirty years since the JET scheme was introduced in Japan and with it the widespread use of team-teaching for English classes in Junior and Senior High schools. As most teachers have received very little training in team teaching, and most teachers are accustomed to teaching alone, it can be difficult for teachers to make the relationship between native English speaker and Japanese teacher work well. With the introduction of more English classes in elementary schools, Assistant English Teachers (ALTs) and Japanese Teachers of English (JTEs) are going to elementary schools to teach English. This entails more and more team-teaming in public schools in Japan. The aim of this presentation is to offer insights for all teachers into how to make team-teaching effective. Listening to the opinions of teachers with experience of team teaching might offer insights into the ways in which team teaching can be effective and also give teachers an insight into how to conduct a team-taught lesson. The presentation will show data gathered from in-depth interviews with teachers who have had experience of team-teaching, and observations of English classes at elementary schools in Japan. The results offer hints for best practices in team-teaching, which should be of help for Japanese elementary school teachers, English teachers, teacher educators and teacher trainers. Although the research is mainly based in public schools in Japan it could be of interest to anyone who might be involved in team-teaching.
Author Information
Frances Shiobara, Kobe Shoin Women's University, Japan
Paper Information
Conference: ACLL2018
Stream: Mid-career teacher development
This paper is part of the ACLL2018 Conference Proceedings (View)
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