A study of relating between Vietnamese and native English-speaking teachers in team-teaching EFL students at tertiary level in Vietnam
The present study examines ârelatingâ between Vietnamese teachers of English (VETs) and native English-speaking teachers (NESTs) when teaching EFL students at tertiary level in Vietnam. The aim is to understand the interpersonal dynamics between them and the factors influencing their relationships. A qualitative research study was carried out employing multiple data collection methods including semi-structured interviews, class observation, note-taking, audio/video recording of classes and interactions, and gathering of documents. Data were collected in two phases. In Phase 1 nine teachers were interviewed about their experiences of team-teaching, including the collection of data on 'rapport sensitive' incidents that they experienced when team-teaching. In Phase 2, two teaching pairs were studied through a longitudinal case study, gathering unfolding, narrative accounts of their experiences of team-teaching during one term. The data were analyzed from power relations and rapport perspectives in order to find out how the pairs related and what key factors influenced their relationships. A wide range of factors were found to impact on the smoothness of the teaching pair relationships, including role-related
KhĂĄnh, Tráș©n Thá» Minh
LB Theory and practice of education
A study of relating between Vietnamese and native English-speaking teachers in team-teaching EFL students at tertiary level in Vietnam. The present study examines ârelatingâ between Vietnamese teachers of English (VETs) and native English-speaking teachers (NESTs) when teaching EFL students at tertiary level in Vietnam. The aim is to understand the interpersonal dynamics between them and the factors influencing their relationships. A qualitative research study was carried out employing multiple data collection methods including semi-structured interviews, class observation, note-taking, audio/video recording of classes and interactions, and gathering of documents. Data were collected in two phases. In Phase 1 nine teachers were interviewed about their experiences of team-teaching, including the collection of data on 'rapport sensitive' incidents that they experienced when team-teaching. In Phase 2, two teaching pairs were studied through a longitudinal case study, gathering unfolding, narrative accounts of their experiences of team-teaching during one term. The data were analyzed from power relations and rapport perspectives in order to find out how the pairs related and what key factors influenced their relationships. A wide range of factors were found to impact on the smoothness of the teaching pair relationships, including role-related
study relate vietnamese native_english speaking teacher team teaching efl_student tertiary_level vietnam present_study examines relate vietnamese teacher english native_english speaking teacher teach efl_student tertiary_level vietnam aim interpersonal dynamic factor_influence relationship qualitative study_carry employ multiple data_collection method_include semi_structured_interview class observation note taking audio video recording class interaction gather document data_collect two_phase phase teacher interview experience team teaching include collection data rapport sensitive incident experience team teaching phase teach pair study longitudinal case_study gather unfolding narrative account experience team teaching term data analyze power_relation rapport perspective order pair related key_factor influence relationship wide_range factor find impact teach pair relationship include role related