A case study of team teaching and team teachers in Korean primary schools
Team teaching has become widespread in Korean EFL classrooms through the nationwide implementation of the EPIK scheme, the government-sponsored ELT programme. Despite an ongoing process of policy changes in the EPIK scheme and English education, there has been little empirical research with a focus on team teachers and a lack of empirical data regarding classroom interaction where there is a âtwo teachers in one classâ model and this has not helped in the development of understanding or supporting team teaching. This thesis reports on a case study in relation to the team teaching practised by four pairs of team teachers in four different South Korean primary schools. It provides a sophisticated data-led understanding of team teaching implementation and insights into its complexity through descriptive, narrative, reflective and discursive approaches to representation of the data. The full range of diverse interactions between team teachers makes it possible to explore the complex features of team teaching classrooms and to understand the multifaceted nature of the teamteaching relationships. In particular, the emphasis is put on the actual classroom discourse spoken by the team teachers, which fills gaps
Heo, Jaeyeon
LB1501 Primary Education
A case study of team teaching and team teachers in Korean primary schools. Team teaching has become widespread in Korean EFL classrooms through the nationwide implementation of the EPIK scheme, the government-sponsored ELT programme. Despite an ongoing process of policy changes in the EPIK scheme and English education, there has been little empirical research with a focus on team teachers and a lack of empirical data regarding classroom interaction where there is a âtwo teachers in one classâ model and this has not helped in the development of understanding or supporting team teaching. This thesis reports on a case study in relation to the team teaching practised by four pairs of team teachers in four different South Korean primary schools. It provides a sophisticated data-led understanding of team teaching implementation and insights into its complexity through descriptive, narrative, reflective and discursive approaches to representation of the data. The full range of diverse interactions between team teachers makes it possible to explore the complex features of team teaching classrooms and to understand the multifaceted nature of the teamteaching relationships. In particular, the emphasis is put on the actual classroom discourse spoken by the team teachers, which fills gaps
case_study team teach team teacher korean primary_school team teach become widespread korean efl_classroom nationwide implementation scheme government sponsored elt programme despite ongoing process policy change scheme english_education little_empirical focus team teacher lack empirical_data regard classroom_interaction teacher class model help development support team teaching report case_study relation team teach practise pair team teacher four_different south korean primary_school provide sophisticated data led team teach implementation insight complexity descriptive narrative reflective discursive approach representation data full_range diverse interaction team teacher make_possible explore complex feature team teach classroom multifaceted nature relationship particular_emphasis put actual classroom discourse speak team teacher fill_gap