2015 Fiscal Year Annual Research Report
Constructing an educational model for collaborative team teaching
| Project/Area Number |
25370731
|
|---|
| Research Institution | Tokai University |
|---|
Principal Investigator |
コリンズ ピーター 東海大学, 外国語教育センター, 准教授 (10307241)
|
|---|
| Co-Investigator(Kenkyū-buntansha) |
ファイン ゲーリー 東海大学, 高輪教養教育センター, 准教授 (70515022)
|
|---|
| Project Period (FY) |
2013-04-01 – 2016-03-31
|
| Keywords | team teaching / secondary education / NEST / non-NEST / curriculum design / teacher collaboration / ALT / situated language |
|---|
| Outline of Annual Research Achievements |
In our final year of this project, we continued to explore team teaching in public secondary schools where Japanese teachers of English (JTEs) and their assistant language teacher (ALT) counterparts face fundamental obstacles. These include a lack of common understanding of the strengths and limitations JTEs and ALTs bring to team teaching, limited time to discuss educational goals and create effective teaching materials, and dichotomies between solo-taught four-skills English Communication classes and team-taught Conversation classes. Together with the first-year teaching teams from two Japanese public high schools, the investigators developed unit plans for target English Communication I units. These units 1) provided short-term communication goals to foster both student autonomy and motivation, 2) enabled ALTs to contribute meaningfully to students’ education outside the Conversation class sphere, and 3) integrated English Communication I language and content with Conversation functions. JTE-ALT teams reported that the unit planning and materials creation clarified their own roles and relationships. Additionally, students’ writing output data suggest that both their engagement and vocabulary acquisition were enhanced. Both JTEs and ALTs have concerns, however, about whether they will be able to maintain their momentum, given the many obstacles to teacher collaboration they face in their day-to-day teaching situations.
|
