Team teaching involves two or more teachers sharing responsibility for planning, teaching, and evaluating a class. It requires strong collaboration between teachers, with clearly defined roles. Successful team teaching depends on teachers' confidence in each other and well-coordinated lessons. Different models of team teaching include equal partners, mentor-apprentice, advanced-novice language levels, and pairing a fluent native with a trained non-native speaker. Proper preparation, addressing concerns, deciding roles and evaluating outcomes are important for effective long-term team teaching.

1. Team teaching
The nature of team teaching
 Team teaching is a process in which two or more teachers share the
responsability for teaching a class.
 Teachers share responsability for planning the class, as well as the
evaluation and assessment.
IT INVOLVES:
Team planning
Team teaching
Team follow-up
For team teaching to be succesful:
It’s important for both teachers to have a strong sense of confidence in each other.
Team teaching should be well coordinated so students don’t feel disjoined.
Procedures used for team teaching
Decide on the roles within a team-teaching collaboration.
The success of any team-teaching situation depends on the skills of the two
teachers and how clearly the have understood their roles within a team.
Different team-teaching collaborations:
• Equal partners : Equal experience and knowledge, equal responsability for
all of the stages of the lessons.
• Mentor and apprentice : One teacher is the expert and the other is a
novice, The mentor have a greater level of responsability for decision
making than the novice.
• Advanced speaker and less proficient speaker : The advanced speaker
takes responsibility for those aspects of the lesson that are more
linguistically demanding.
• Fluent, untrained native speaker and experienced nonnative speaker :
Is common for native speaker who have no EFL/ESL teacher training or

2. experience, teacher and students speak while the teacher has responsibility
for organizing lesson.
Delivering a team-taught lesson
 A crucial factor in team teaching is determining the responsibilities of each
teacher during lesson.
 In some situation teachers can have different responsibilities or both
teachers have a equal responsibilities within the lesson. It depends to the
level of proficient .
 Responsibilities change depending if is just one lesson or a series of
lessons.
Teachers must be prepared to accept their colleagues as equals, respect their
teaching styles and expertise, and be already to improvise , because we never
knows how the students will react to team teaching.
Implementing team teaching
We found the following factors to be most important when setting up team teaching
and the this issues need to be carefully thought about to maintain teachers’ interest
and enthusiasm in team teaching over the long term.
Decide on the goals of the program
When seating up a team-teaching program it is important to decide what the
purpose of team teaching is going to be. Is it to help new teachers with their
teachers assignments or to simply give a break from their usual teaching routines?
Prepare form team teaching
Team teaching will work best if teachers understand what it is, what it goals are,
how it works, and what problems to anticipate. This can be achieved through
planning and discussion among teachers, during which decisions can be made
about the frequency of team teaching and the logistics of implementing it. This
could take the form of a seminar.
This planning should include what activities and materials will be used in the
lessons and how will take responsibility for the different stages in the lessons.

3. Address teachers’ concerns
If you are a supervisor or program coordinator, it is important that each team know
what the overall aims of the team-teaching program are and what the relationship
of this aims to their own professional developments.
This concerns becomes especially when the terms are made up of less problems
and a more advanced speaker of the target language.
Decide model(s) of term teaching to be used and identify participants
The next step is to decide on a suitable approach to team teaching and the roles
the participants will be expected to play.
Evaluate what was learned
After trying out team teaching, it is important to find out what was learned from it
and whether it is worth continuing.
 Students. The students in team-taught classes can be asked to comment
on how they viewed the lessons in terms of their perceived interest,
enjoyment, and what they thought they had learned.
 Teachers. Teachers can be surveyed about their perceptions of team-
teaching process and what they liked or dislike about it.