2020 Fiscal Year Final Research Report
Role Perceptions in all Phases of Team Teaching
| Project/Area Number |
17K13501
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| Research Category |
Grant-in-Aid for Young Scientists (B)
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| Allocation Type | Multi-year Fund |
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| Research Field |
Foreign language education
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| Research Institution | Osaka Jogakuin Junior College (2018-2020)
Hiroshima University (2017) |
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Principal Investigator |
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| Project Period (FY) |
2017-04-01 – 2021-03-31
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| Keywords | English education / team teaching / validation / self-efficacy / psychometrics |
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| Outline of Final Research Achievements |
The research collected survey responses (N = 833) from native English speaker ALTs and Japanese teachers of English (JTEs). The survey included questions about respondent background, behavioral and instructional management, self-efficacy in communication, and what roles ALTs and JTEs perceived while team teaching.
It was anticipated that teachers would identify clear roles during the lesson planning stage, the teaching stage, and the reflective stage of team teaching. However, survey responses did not reveal this pattern. Responses instead indicated that both JTEs and ALTs feel quality team teaching thwarted by a lack of time. For JTEs this means they have too much work to do and cannot focus on team teaching. For ALTs this means they are often sent to too many schools.
Additional work validating two instruments, the BIMS and the SSEC, was also conducted. The BIMS needs further refinement before it can be used reliably in Japan. The SSEC works well and is ready for use.
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| Free Research Field |
education
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| Academic Significance and Societal Importance of the Research Achievements |
Academic significance: This research has added additional, large-scale, mixed-methods evidence on TT roles. It has also produced a reliable version of the SSEC.
Social significance: The results provide additional evidence that quality TT is thwarted by spreading teachers too thin.
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