The EFL Teacher Transition from Individual to Team Teaching

Autor/inn/en	Gaskaree, Behruz Lotfi; Valizadeh, Peyman; Okati, Farideh
Titel	The EFL Teacher Transition from Individual to Team Teaching
Quelle	In: MEXTESOL Journal, 47 (2023) 1, (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Language Usage; Teacher Collaboration; Team Teaching; Language Teachers; Teaching Conditions; Case Studies; Teacher Attitudes; Classroom Communication; Educational Change; Communities of Practice; Preservice Teachers; Recall (Psychology); Student Attitudes; Elementary School Students; Teacher Characteristics; Native Language; Teaching Methods; Diaries; Error Correction; Discourse Analysis; Student Needs + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Sprachgebrauch; Lehrerkooperation; Teamteaching; Language teacher; Sprachunterricht; Lehrbedingungen; Unterrichtsbedingungen; Case study; Fallstudie; Case Study; Lehrerverhalten; Klassengespräch; Bildungsreform; Community; Abberufung; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Diary; Tagebuch; Korrektur; Diskursanalyse
Abstract	Team-teaching creates an opportunity for teacher collaborative learning. Teachers of English as Foreign Language (EFL) working in individual teaching contexts need to make a transition to team-teaching to successfully fulfill their roles as team teachers. However, teacher transition from individual to team-teaching is underexplored and there is an incomplete understanding of what happens when teachers make a transition. Thus, this qualitative case study provides empirical evidence on what happens during a transition (i.e., the two teachers worked together in pairs to successfully involve in planning, teaching, and assessing learners). The teachers' initial involvement in team teaching poses challenges. After some sessions the challenges were replaced with positive features such as 'increased classroom interaction', 'mutual support', 'needs-responsive instruction', 'increased L2 use', and 'teacher collaboration and learning'. Shedding some light on the issue of teacher transition, the study supports the notion of situated learning in a community of practice. (As Provided).
Anmerkungen	MEXTESOL Journal. Bernardo Couto 48, Col. Cuauhtemoc, Alcadía Cuauhtemoc, Ciudad de Mexico, 06880, Mexico. Tel: +55-55-66-87-49; e-mail: mextesoljournal@gmail.com; Web site: http://www.mextesol.net/journal/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01