Asian Conference on Education Presentation on October 25, 2009

1. Collaborating for Development The Asian Conference on EducationOctober 25 2009, Osaka Japan Alan Bessette & Hitomi Kwon Poole Gakuin University

2. Purpose of the Study Describe teachers’ perceptions and attitudes on team teaching Evaluate how it has affected their teaching.

3. 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

4. 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

5. Team-teaching:

6. Key to collaboration: Communication Monthly meetings – Core English group Online – Core English group & teaching pairs f2f – teaching pairs Attendance cards – teaching pairs

7. Review of previous results Initial Results: Teacher – (April 2008) 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

9. Follow-up Students – (end of May 2008) interviews 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

10. Present investigation: Focus on teachers (2009.9) Questionnaires General opinions about team-teaching in theory Questions about team-teaching in Core English classes Positive effects on teaching Negative effects on teaching Ways to improve team-teaching at Poole

11. 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

12. Results – in theory Overall positive With strong agreement for positive effects on teaching and sharing insights about teaching

13. Results Team teaching…….

14. Results Team teaching…….

15. Results – at Poole Gakuin Positive effects on: Quality of teaching Professional growth Morale

16. Quality of Teaching: Students Meaningful discussions Fairer assessment Student choice

17. Quality of Teaching: Classes Recycling No overlap Focus on less, do it better Pace

18. Professional growth Learn from other teachers: Ideas Strategies Methods Materials

19. Morale Lessens Workload Preparation of syllabus, examinations, correcting homework, preparing materials Teachers 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”

20. Evaluating Team Teaching at Poole

21. Conceptual Barriers Prior to the start of the program Uncertainty over team teaching Confusion with team teaching in high schools Now Better understanding General acceptance

22. Pragmatic Barriers Time Almost all teachers agreed that finding time to make team teaching work takes time and effort and there is a need for regular meetings

23. Attitudinal Barriers Positive attitudes towards team teaching expressed in Questionnaires Interviews Time and energy spent Unexpressed attitudes Limited questionnaire responses Limited participation in interviews & meetings

24. 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

25. Future Implications Communication Monthly meetings that all can attend Pre- and post-semester meetings Limitations of the study Unexpressed negative responses Descriptive and not empirical Learner opinions

26. Thank you! Reference: Welch M. 1998. Collaboration: Staying on the Bandwagon. Journal of Teacher Education. 49 (1): 26-37 Contact information Alan Bessette: bessette@poole.ac.jp Hitomi Kwon: hkwon@poole.ac.jp Powerpointslides: