An Exploration of Professional Development Programs for Teachers of Collaborative Teaching of EFL in Taiwan: A Case Stud
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An Exploration of Professional Development Programs for Teachers of Collaborative Teaching of EFL in Taiwan: A Case Study Wen-Hsing Luo
Ó De La Salle University 2013
Abstract This study aims to explore a professional development program for teachers of collaborative teaching of English as a foreign language (EFL) in elementary schools in Taiwan. There have been studies of collaborative teaching of EFL by native English-speaking teachers (NESTs) and local English teachers in school systems in the Asia-Pacific region. Yet very few have explored the issues regarding professional development programs for teaching practice of this kind. The purpose of this study is threefold: (1) to explore teachers’ perceptions of a professional development program organized by the author, (2) to determine the dimensions of the program that need to be improved, and (3) to define necessary elements in a possible professional development model for collaborative teaching of EFL by NESTs and local teachers. Research methods including individual interviews and a questionnaire were employed to solicit data. The study reveals that the professional development program being studied was perceived by the teachers as a context where they could share experiences and learn from fellow teachers. It also indicates that the teachers preferred professional development programs focusing on teaching skills. It is found, however, that the teachers had different needs for professional development and the modules included in a viable professional development program should reflect teachers’ concerns accordingly. Keywords Collaborative teaching EFL Elementary schools NESTs Professional development
W.-H. Luo (&) Department of English Instruction, National Hsinchu University of Education, 521 Nanda Rd., Hsinchu City 30014, Taiwan e-mail: [email protected]
Introduction This study aims to examine a professional development program for teachers of collaborative teaching of English in Taiwanese elementary schools. Including native English-speaking teachers (NESTs) in school systems to promote English education is not a new practice in the AsiaPacific region. Examples include the Native-Speaking English Teacher Scheme (NET) in Hong Kong, the Japan Exchange and Teaching Program (JET), the English Program in Korea (EPIK) and the NEST Program in Taiwan. Several studies of collaborative teaching of English as a foreign language (EFL) by NESTs and local English teachers in these contexts have been published (e.g., Carless 2002, 2006; Chou 2005; Kachi and Lee 2001; Lin 2001; Luo 2006, 2007a, b; Tajino and Tajino 2000). Yet very few have addressed the issues concerning viable professional development programs for collaborative teaching of this kind (e.g., Crooks 2001; Sturman 1992). Welch and Sheridan (1995) stated that teachers need to tackle various challenges when attempting to work together in a collaborative teaching setting. In order to tackle the challenges successfully, team teachers need to refresh their skills and knowledge abou
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