Role Perceptions of JTEs and ALTs Engaged in Team Teaching in Japan
学校教育実践学研究 Volume 23
Page 123-130
published_at 2017-03-22
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この文献の参照には次のURLをご利用ください : https://doi.org/10.15027/42781
| File | |
| Title ( eng ) |
Role Perceptions of JTEs and ALTs Engaged in Team Teaching in Japan
|
| Creator | |
| Source Title |
学校教育実践学研究
Hiroshima journal of school education
|
| Volume | 23 |
| Start Page | 123 |
| End Page | 130 |
| Journal Identifire |
[ISSN] 1341-111X
[NCID] AN10491493
|
| Abstract |
In the Japanese EFL context, team teaching involves a Japanese teacher of English (JTE) teaching with an assistant language teacher (ALT). The process of team teaching consists of three phases: pre-instructional, instructional, and postinstructional. Substantial research on the roles JTEs and ALTs play during the instructional phase of team teaching has been conducted but relatively little exploration into the pre- and post-instructional phases has been undertaken. A survey exploring JTE and ALT role conceptualizations during all phases of team teaching, their sense of role clarity, what makes team teaching enjoyable, challenging, and successful was conducted. Findings and pedagogical implications are discussed.
|
| Keywords |
JET Programme
team teaching
roles
|
| NDC |
Education [ 370 ]
|
| Language |
eng
|
| Resource Type | departmental bulletin paper |
| Publisher |
広島大学大学院教育学研究科附属教育実践総合センター
|
| Date of Issued | 2017-03-22 |
| Publish Type | Version of Record |
| Access Rights | open access |
| Source Identifier |
[ISSN] 1341-111X
[NCID] AN10491493
|
