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 ‘two teachers in one class’ 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 methodologically in terms of developing understanding of classroom interaction with a two-teachers-oneclass model. The four pairs of team teachers have varying team teaching styles with different levels of collaboration and experiences in their contexts. The distinctive characteristics of their interactional relationships are documented through six themes: delivering collaborative presentation in team instruction; taking charge of different skills and content roles; using L1 and L2; providing complementary support; making decisions and intervention; and partnership talk. In addition, the interactional relationship between team teachers has multidimensional features in terms of power, equality, complementarity, interdependence, and collaboration in contrived collegiality. In addition, the key factors underlying their interactional relationships are identified as professional (personal), pedagogic (team), and interpersonal factors.
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:589887 |
| Date | January 2013 |
| Creators | Heo, Jaeyeon |
| Publisher | University of Warwick |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Source | http://wrap.warwick.ac.uk/58689/ |
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