The Challenges of Team-Teaching: Collaboration between Vietnamese - - PowerPoint PPT Presentation

The Challenges of Team-Teaching:

Collaboration between Vietnamese English teachers and Native English-speaking teachers in a Vietnamese university

Presenter: Trần Thị Minh Khánh, PhD 7th Annual International Conference, Quy Nhon University, 11-13 Aug. 2016

Presentation content

• Introduction
• Research methodology
• Data collection methods
• Data analysis
• Key findings of team-teaching challenges
• Summary

Introduction

• Study background on team-teaching between NESTs and

NNESTs

• Background of the researcher
• Background of the teacher participants and research

contexts

Research Methodology

• Qualitative case study approach to provide an in-depth

description of team teachers’ collaborative interaction and relationship.

• Longitudinal multiple case studies (September 2011-

January 2012)

Data collection methods

• Sites: one university and one college at the same city in Vietnam
• Participants: 2 NESTs and 4 VTs at the university (4 teaching pairs)

1 NEST and 4 VTs at the college (4 teaching pairs)

• Methods: individual semi- structured interviews, observations of lesson

planning meeting and in-class instruction, informal talks, document collection, research diary.

• Research tools: audio/video recording, mental/ written note taking

Data organization

Data sources Data collection methods

Teachers’ meetings for lesson planning Observation with note-taking and audio/video recording In-class instruction Observation with note-taking and video recording Teachers’ informal interactions outside

• f the class

Observation, mental notes recorded in the researcher’s diary Three formal semi-structured interviews with each teacher Audio-recording Informal talks with teachers Take notes in the diary of team teaching stories or critical incidents

Data analysis of Ron and Dao

• 6 Individual Interviews (167ms of audio-recording)
• Informal talks with Ron and Dao (295ms, note-taking)
• 13 Classroom observation notes (320ms of video-

recording)

• 14 Emails between Ron and Dao
• 6 Emails to the researcher
• Researcher’s diary
• Other documents (teaching syllabus, schedule, CV…

etc)

Key findings

• Beliefs/ aspirations about roles in team-teaching
• Communication problems and styles
• Differences in teaching approaches

Beliefs/ aspirations about roles in team -teaching

RON DAO

Equal roles but different duties and styles Wants balanced amount of teaching time Doesn’t want to be a tape recorder, helper

• r assistant

Wants to have more time to teach and be helpful Learns about teaching methods and experiences from Dao Main role in planning and teaching Takes the major responsibility and is dominant in classroom instruction Wants help with reading the words in the textbook and giving students pronunciation practice Wishes to hear Ron’s feedback on her

• wn pronunciation

Learns from Ron’s pronunciation as a native English-speaking teacher

Com m unication problem s and styles

• Syllabus discussion by email

– Technical problems with the phonetic fonts – Not clear written English and syllabus presentation

• Teaching schedules by email

– Confusing explanation of class timetables and organisation – Late notice of class starting time

• Order of in-class instruction

– Misunderstanding in verbal communication  Differences in communication styles

(Directness><Indirectness, Disclosure>< Non-disclosure)

Critical incident (see handout)

Report: Reflect: Re-evaluate: * communication misunderstanding between Ron and Dao not only happened in written text (emails) but also in their verbal communication (face-to-face)

Differences in teaching approaches

RON DAO

Video teaching Giving feedback The whole English phonemes and their changes in the articulation Teaching tools: phonemic charts, teeth sets, video clips Textbook-based + Games Drilling (Listen and Repeat) Two sounds at a time (minimal pairs) Handouts, textbook, cards.

Summary

• Background of the study
• Methodology
• Data analysis of challenges in team-teaching

+ Beliefs/ aspirations about roles in team-teaching + Communication problems (Syllabus discussion,

Teaching schedules, Order of in-class instruction)

+ Communication styles (Directness><Indirectness,

Disclosure>< Non-disclosure)

+ Differences in teaching approaches