collaborating for development

COLLABORATING FOR DEVELOPMENT

The Asian Conference on EducationOctober 25 2009, Osaka Japan

Alan Bessette & Hitomi KwonPoole Gakuin University

PURPOSE OF THE STUDY

Describe teachers’ perceptions and attitudes on team teaching

Evaluate how it has affected their teaching.

WIDER PURPOSES Provide qualitative research

results on team teaching in higher education in Japan

Develop a teaching format to meet the needs of diverse learners

Examine if collaboration can be a means for professional development

PROGRAM

1st two years of our English program Consists of 3 classes (L&S, R&W and

CALL) that make up the Core English program

Classes meet twice a week for 90 minutes Classes are taught and shared by two

teachers, one NEST and one JaST

TEAM-TEACHING:

• Share students

• Share materials

• Share goals

• Share work

Teaching Pairs

KEY TO COLLABORATION: COMMUNICATION Monthly meetings – Core English group Online – Core English group & teaching pairs f2f – teaching pairs Attendance cards – teaching pairs

REVIEW OF PREVIOUS RESULTS

Able to teach to their strengths Concerned about time needed Concerned that students might be

confused by different messages, e.g., homework assignments, from teachers

Initial Results: Teacher – (April 2008)

REVIEW OF PREVIOUS RESULTS

Generally positive attitude towards team-teaching

<JaSTs> ・ More helpful for Grammar and Reading & Writing　・ Easier to ask for help in Japanese

<NESTs>　・ Provide authentic English　・ More helpful for Listening & Speaking

<Both> Create enjoyable atmosphere

Initial Results: Students – (April 2008)

FOLLOW-UP

Because of multiple ways of communicating, teachers do not see team-teaching as a burden

Teachers are able to teach to their strengths

Team-teaching provides flexibility Sharing information helps teachers

understand different aspects of students Students’ attitudes, attendance, energy,

motivation, and performance are good.

Teachers – (end of May 2008) interviews

FOLLOW-UP

Perceive classes as separate, but don't feel that this is important; classes are going well and they are satisfied

Connection between classes is provided by textbooks and syllabus

Having NESTs and JaSTs is a plus Different characters tend to complement

each other Easy to ask both NESTs and JaSTs questions

Students – (end of May 2008) interviews

PRESENT INVESTIGATION: FOCUS ON TEACHERS (2009.9)

Questionnaires General opinions about team-teaching in

theory Questions about team-teaching in Core

English classesPositive effects on teachingNegative effects on teachingWays to improve team-teaching at Poole

PRESENT INVESTIGATION: FOCUS ON TEACHER (2009.9)

Group interview More specific positive effects (wanted

specific examples) How teachers define and value

collaboration Ways to improve team-teaching

RESULTS – IN THEORY

Overall positiveWith strong agreement for positive effects on

teaching and sharing insights about teaching

RESULTS

3.53.63.73.83.9

44.14.24.34.4

Team teaching…….

RESULTS

0

0.5

1

1.5

2

2.5

3

3.5

4

Team teaching…….

RESULTS – AT POOLE GAKUIN

Positive effects on: Quality of teaching Professional growth Morale

QUALITY OF TEACHING: STUDENTS

Meaningful discussions Fairer assessment Student choice

QUALITY OF TEACHING: CLASSES

Recycling No overlap Focus on less, do it better Pace

PROFESSIONAL GROWTHLearn from other teachers: Ideas Strategies Methods Materials

MORALE

Lessens Workload Preparation of syllabus, examinations,

correcting homework, preparing materialsTeachers can help each other cover the

material Improves relationships

“Benefited from the warm collegial relationships”

“Team teaching makes teachers more open to asking and offering help”

EVALUATING TEAM TEACHING AT POOLE

Barriers for

Collaboration

(Welch; 1998)

CONCEPTUAL BARRIERS Prior to the start of the program

Uncertainty over team teachingConfusion with team teaching in high

schools Now

Better understandingGeneral acceptance

PRAGMATIC BARRIERS

TimeAlmost all teachers agreed that finding time

to make team teaching work takes time and effort and there is a need for regular meetings

ATTITUDINAL BARRIERS Positive attitudes towards team

teaching expressed in Questionnaires InterviewsTime and energy spent

Unexpressed attitudesLimited questionnaire responsesLimited participation in interviews &

meetings

PROFESSIONAL BARRIERS Most pairs collaborating well

“Benefited from the warm collegial relationships”

Unspoken but hinted at opinion that not all pairs work together well “Place teachers who mesh well”“Try to put teachers where they feel most

comfortable” Team teaching not necessary

Prefer not to team teach

FUTURE IMPLICATIONS Communication

Monthly meetings that all can attendPre- and post-semester meetings

Limitations of the studyUnexpressed negative responsesDescriptive and not empiricalLearner opinions

THANK YOU! Reference:

Welch M. 1998. Collaboration: Staying on the Bandwagon. Journal of Teacher Education. 49 (1): 26-37

Contact informationAlan Bessette: bessette@poole.ac.jpHitomi Kwon: hkwon@poole.ac.jp

Powerpoint slides: