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NSC 95-2413-H-134-004 95 08 01 97 01 31

97 05 03

A Study on the Practices of Successful Team Teaching and Teaching Knowledge of

Taiwan and Foreign Elementary English Teachers

:
: NSC 95-2413-H-134-004
: 95 8 1 97 1 31

:
:

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1
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3

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(1)
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(3)

2
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Abstract
This research aims to study successful team teaching practices and teaching
knowledge of Taiwan and foreign elementary English teachers. More specific
objectives of this study are as follows:
1.
to analyze successful team teaching practices of Taiwan and foreign
elementary English teachers
2.
to explore teaching knowledge change and development of both Taiwan
and foreign elementary English teachers in the process of team teaching
3.
to explore factors which contribute to teaching knowledge reconstruction
of both Taiwan and foreign elementary English teachers
A sample of 2 teachers who go through successful team teaching experience and
practices will be the subjects of this study. One of them is Taiwan elementary
English teacher, the other is foreign elementary English teacher. Narrative,
observation, interview, and document analysis will be employed to collect relative
data from the subjects.
The results of the study are as follows:
1.
Successful team teaching practices found in three stages of teaching
are(1)pre-interactive stage:Collaboratively planning whole year and
whole semester curriculum at the beginning of school year, and
designing teaching activities for each unit(or lesson) before classroom
instruction; (2)in-terative stage: classroom teaching is practiced mainly
by foreign teacher with assistance of Taiwan teacher in both teaching and
classroom management. There is consonance and rhythm in their team
teaching in the classroom . (3)post-interactive stage: Collaboratively
discussing and reflecting their teaching and also preparing next unit
teaching.
2.
Teaching knowledge change and development of Taiwan elementary
English teachers is mainly in pedagogically content knowledge ; Foreign
elementary English teacher
s knowledge change and development are
found to be in pedagogical content knowledge, general teaching
knowledge, student knowledge, context knowledge, and self knowledge.
3.
Factors which contribute to Taiwan teacher
s reconstruction of her
knowledge are(1)acquiring more knowledge about the nature and beauty
of the language of English from her foreign teaching mate; (2)English
expression is becoming more English style rather than Chinese style;
(3)positive personality traits of her collaborative teacher; (4) Taiwan
teacher her strong love of English and English teaching; (5)positive
responses and performance of their students under their team teaching.
4.
Factors which contribute to foreign elementary English teacher
s
reconstruction of his knowledge are (1)aspiration to be a successful teacher in
a different culture; (2)his educational love of children ; (3)to base his teaching
on his knowledge about Taiwanese culture; (4)his own positive personality
traits such as open-minded, easy-going, good communication skills, working

II
hardetc; (5)good relationship with his Taiwanese teaching mate; (6)his own
capacity of reflecting and acting; (7)studentsresponse, performance and
feedback. (8)support of school and parents.

Key words: elementary English teaching, foreign English teacher, team teaching,
teaching knowledge

III

(Teaching English as a Foreign Language)(1999; Rixon, 1992).

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A Study on Teaching
Knowledge Change and Development of Taiwanese and Foreign Elementary English
Teachers in Successful Collaborative Teaching the 6th Annual Hawaii
International Conference on Education, Honolulu, Hawaii., Jan. 2008.

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