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 7 th 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 Observation, mental notes recorded in of the class the researcher’s diary Three formal semi-structured interviews Audio-recording with each teacher 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 Main role in planning and teaching Wants balanced amount of teaching time Takes the major responsibility and is dominant in classroom instruction Doesn’t want to be a tape recorder, helper Wants help with reading the words in or assistant the textbook and giving students pronunciation practice Wants to have more time to teach and be Wishes to hear Ron’s feedback on her helpful own pronunciation Learns about teaching methods and Learns from Ron’s pronunciation as a experiences from Dao 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 Textbook-based + Games Giving feedback Drilling (Listen and Repeat) The whole English phonemes Two sounds at a time and their changes in the (minimal pairs) articulation Teaching tools: phonemic Handouts, textbook, cards. charts, teeth sets, video clips

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