자기평가 및 동료평가를 통한 내국인 및 원어민 교사 초등영어 팀티칭 연구

A study on team teaching in elementary English classes through Korean and native English-speaking teachers’ self-evaluation and peer evaluation

This study aims to investigate how Korean English teachers(KETs) and native English-speaking teachers(NESTs) evaluate their own and their co-teachers’ operation and performance of team teaching. The subjects were 59 KETs and 41 NESTs at elementary schools from Seoul, Incheon, and Gyeonggi-do. Data were collected through surveys and semi-structured interviews. Some examples of the findings are as follows. First, the NESTs were more familiar with Korean culture than the KETs were with their co-teachers’ cultures. The KETs tended to think of themselves with the main role as a teaching planner. On the other hand, the NESTs tended to think of themselves with the main role as a teaching assistant focusing on the language model. Second, the NESTs evaluated the KETs highly on their understanding of the elementary school curriculum and their experience and expertise as an English teacher. However, the KETs’ evaluations of the NESTs were not that high. Third, there was a difference between the KETs’ and the NESTs’ perspectives in regard to the discussion for lesson plans. The KETs thought they had more preparation work for materials and learning activities than NESTs. Finally, the NESTs felt that there was more flexibility in modifying activities during class with their Korean co-teachers. However, the KETs did not feel as much flexibility compared to the NESTs. Based on the results of the study, some suggestions were made for effective team teaching and elementary English education.