Luận văn thạc sĩ VNU ULIS team teaching as a tool for professional development insiders views

Rationale

With the development of regional integration and global participation, the quality of education is becoming an urgent need to the Ministry of Education and Training as well as the government Since the Vietnamese government sees the quality of teachers as the major factor in improving education, it is setting targets for the general reform of cirriculum and teaching methods in all educational establishments There have been many annual education workshops, conferences, researches conducted in many universities in order to help teachers sustain high quality performance in their teaching career and encourage them to pursue life-long learning which is vital to their professional development To ensure this ongoing professional growth, teachers-as professionals-should constantly develop themselves Teachers’ own growth is necessary in order to cope with the ever-expanding knowledge base in subject matter and pedagogy, rapidly changing social contexts of schooling, and increasingly diversifying students’ needs EFL (English Foreign Language) teachers are not exempt from this professional responsibility In other words, teachers have to be viewed as learners- “the teacher as life-long learner”- and they need to learn together

Teachers today are experimenting with many approaches for professional development such as: self-evaluation, portforlio collections, classroom observation and performance assessment, peer assessment, keeping a teaching journal, peer coaching, mentoring, action research Among these, team-teaching seems to be very effective in enhancing teachers’ professional growth, though for many teachers, team-teaching remains unexplored territo- ry

Although team-teaching is not new in some locations and used widely in many schools around the world, it is an experimental approach at my college because of some reasons below Firstly, in early 2001, many teachers at my college were sent to a 12-week-skill- based language teaching methodology course sponsored by the Vietnam-Australia Training (VAT) Project in Hanoi in which team-teaching was introduced as a new form to improve the quality of EFL teaching and learning Secondly, in recent years, our college has re- ceived some British volunteer teachers from some organizations in order to help EFL teaching and learning Then our Department has tried this form of teaching in order to take the advantage of our situation-that is, working with some British VSO (Volunteer Service Oversea) volunteers with the hope of contributing to teacher and student development

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Hence, team-teaching between a British volunteer teacher and a Vietnamese teacher or between two Vietnamese teachers has become a common way of conducting EFL classes

As a teacher, the researcher has been teaching English for nearly 10 years During that time, I have observed many team-teaching lessons and I have also team taught with some colleagues The issue raised is that: to what extent team-teaching can help to foster teacher’s professional growth Thus, I decided to conduct the study on: “Team-teaching as a tool for professional development: insiders’ views” to investigate and explore the point of views, feelings and attitudes of team-teachers towards to team-teaching as a means for teacher’s growth.

Aims of the study

The study was conducted to explore the team-teachers’viewpoints and attitudes towards team-teaching in order to find out the benefits of team-teaching in terms of their professional development as well as the barriers to team-teaching

From the findings of the study, some recommendations were proposed for the administrators and team-teachers so as to use team-teaching as an effective means of professional development.

Significance of the study

The study is expected to offer an in-depth understanding about the team-teachers’ point of views and attitudes towards team-teaching as a tool for professional development in terms of : (i) Theoretically, it justifies team-teaching as a tool of professional development in an EFL context

(ii) Practically and pedagogically, the findings of the study contribute to the understanding of the advantages and disadvantages of team-teaching as a means of professional development

(iii) The recommendations for administrators and team-teachers can improve the benefits and reduce the drawbacks of team-teaching in order to help team-teachers conduct a successful team-teaching

This is a qualitative exploratory study because it was designed to deeply explore the team- teachers’ point of views regarding the effect of team-teaching on their professional development

In order to collect data for the study, two techniques were used: in-depth interview and class observation The interviews used in this study were semi-structured interviews with most of the questions being open-ended Besides, the researcher also used class observation to triangulate the data

In educational history, there are many different activities to foster EFL teachers’ professional growth However, due to the limited time and length of a minor thesis, this small- scale study only explores 9 participants’ point of views towards one of these activities: team-teaching

This study focuses on the in-depth interviews from 5 pairs of team-teachers (9 participants) and observed their lessons to explore their opinions about team-teaching as a tool to develop their teaching skills

Besides, the study also investigates the data from these interviews to find out the challenges of team-teaching that these teachers have to face and give some recommendations for both administrators and teachers

The study is structured as follows: Part A- Introduction, Part B- Development and Part

Part A- Introduction presents the rationale, the aim, the significance, the scope, the methods and the design of the study

Part B- Development consists of three chapters:

Chapter I: Review of Related Literature - aims at the basic theoretical background concerning professional development and team-teaching

Chapter II: Methodology - focuses on the setting of the study, the research questions, the participants, the data collection instruments, the data-collection procedures, and the data- analysis

Chapter III: Findings, discussion and recommendations - reports majors findings conducted from the result of previous chapter and discussion, and offers recommendations for better team-teaching

Part C- Conclusion summarises all the issues in the study, particularly the major findings and recommendations The limitations of the study and some suggestions for further study are also included in this part.

PART B : DEVELOPMENT CHAPTER I: REVIEW OF RELATED LITERATURE

The opening chapter presents an overview of the nature of professional development and provides a conceptual framework for team-teaching and some related studies about team- teaching as a tool for professional development

1.1 Overview of Professional Development 1.1.1 Concepts of Teachers’ Professional Development

The term “Teacher Development” or “Professional Development” for teachers is a broad term including a variety of aspects connected not only to a teacher’s professional development but also to his/her personal development (Igawa, 2002) In other words, “Profes- sional development, in broad sense, refer to the development of a person in his or her personal role” (Eleonara, 2003, p.11) Surely, professional development enhances competence of all members in a learning community to pursue their life-long learning

Underhill (1997) states that professional development involves teachers in a constant process of learning about their practice and discovering and using their own potential For Richards (1998), this process requires teachers to creat their own personal teaching methodology that takes into account their experience, beliefs and understanding about good teaching He adds that reflection, self-inquiry, self-monitoring, and self-evaluation are necessary elements in fostering professional development, since they help teachers to be better informed and to evaluate their professional growth, as well as to plan for improvement

Likewise, Richards and Farrell (2005) assert that teacher development involves teachers in understanding themselves and their teaching; in analysing their teaching practices, beliefs, value and principles, in keeping up-to-date with theories and trends; and in sharing their experiences with colleagues So it can be said that in order to develop professionally, teachers should feel a continuous desire to learn more about themselves as professionals, and about their profession Hence, teachers’ professional development becomes a miles- tone in teacher’s continuum of life-long learning and career progression

To sum up, although definitions and concepts of teachers’ professional development may be some what different as scholars might approach it from different perspectives, they all share a common view that professional development is used to refer to the process through

LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com which teachers attain higher professional competence and expand their understanding of self, role, context and career It is any experience that teachers engaged in to widen their knowledge, appreciation, skills, and understanding of their work inline with goals, values, of the school and their interests and needs of teachers (Duke and Stiggins, 1990; Beerens, D.R., 2000; Norton, M.S, 2008) Professional development is, therefore, seen as “an ongoing process and an integral characteristic of a fully professional teacher” (Mc Donough,

1.1.2 Areas of Language Teachers’ Professional Development

Educational reform, a rapidly changing student clientele, technological development, and new views on assessment are just a few of the pressures that today’s foreign language teachers are encountering Foreign language teachers must maintain proficiency in the target language and stay up to date on current issues related to the target culture Regardless of the skills and knowledge that foreign language teachers possess when they commence teaching, maintenance and improvement must be an ongoing process In most states, teachers must continue to accumulate academic credits, while teaching, in order to keep their teaching li- cense current This can be done through evening cources, summer seminars, lectures, or workshops offered by professional associations or universities, so that teachers can improve language proficiency and cultural knowledge, teaching methods

Met (1989) states that foreign language teachers need: “competencies in the general areas of education, interpersonal skills and professional education” (p.177) In addition to demon- strating Met’s ideas, Peyton, in his study, presented in 1997, points out some skills and knowledge that foreign language teachers need According to him, good foreign language teachers need the following:

• A high level of language proficiency in all of the modalities of the target language- speaking, listening, reading, and writing

• The ability to use the language in real-life contexts, for both social and professional pur- poses

• The ability to comprehend contemporary media in the foreign language, both oral and writ- ten, and interact successfully with native speakers in the United States and abroad (Phillips,

• A strong background in the liberal arts and the content areas

• Understanding of the social, political, historical, and economic realities of the regions where the language they teach is spoken

Scope of the study

In educational history, there are many different activities to foster EFL teachers’ professional growth However, due to the limited time and length of a minor thesis, this small- scale study only explores 9 participants’ point of views towards one of these activities: team-teaching

This study focuses on the in-depth interviews from 5 pairs of team-teachers (9 participants) and observed their lessons to explore their opinions about team-teaching as a tool to develop their teaching skills

Besides, the study also investigates the data from these interviews to find out the challenges of team-teaching that these teachers have to face and give some recommendations for both administrators and teachers.

Design of the study

The study is structured as follows: Part A- Introduction, Part B- Development and Part

Part A- Introduction presents the rationale, the aim, the significance, the scope, the methods and the design of the study

Part B- Development consists of three chapters:

Chapter I: Review of Related Literature - aims at the basic theoretical background concerning professional development and team-teaching

Chapter II: Methodology - focuses on the setting of the study, the research questions, the participants, the data collection instruments, the data-collection procedures, and the data- analysis

Chapter III: Findings, discussion and recommendations - reports majors findings conducted from the result of previous chapter and discussion, and offers recommendations for better team-teaching

Part C- Conclusion summarises all the issues in the study, particularly the major findings and recommendations The limitations of the study and some suggestions for further study are also included in this part.

Review of Related Literature

Overview of Team-Teaching

At the outset of my discussion, I need to address the question of what we mean by “team- teaching”

In 1995, Davis suggested that team-teaching was not easily defined He states that it refers

“most often to the teaching done in interdisciplinary course by the several faculty members who have joined together to produce that course” (Davis, p.6) Accordings to Buckley

(2000), “Team-teaching involves a group of instructors working purposefully, regularly, and cooperatively to help a group of students of any age learn.” (p.4) Surely, team- teachers set goals for a course, design a syllabus, prepare individual lesson plans, teach students, and evaluate the results They share insights, argue with one another, and perhaps even challenge students to decide which approach is better

Team can be single-discipline, interdisciplinary, or school-within-a-school teams that meet with a common set of students over an extended period of time New teachers may be paired with veteran teachers Innovations are encouraged, and modification in class size, location, and time are permitted Different personalities, voices, values, and approaches spark interest, keep attention, and prevent boredom

In conclusion, the term team-teaching has been defined by many researchers However, they all share the common view about team-teaching that:

(i) it involves two or more teachers within the teaching and learning environment (ii) it can vary along a continuum of collaboration

(iii) it facililates a learning community by impacting on both teaching and learning

(iv) it can be both formal and informal

And in addition, Eisen and Tisdell (2000) declare that team-teaching often occurs in

“communities or workplaces that are not bounded by four walls or institutional structures”

There are various forms of team-teaching depending on the particular context Sandholtz

(2000) has identified three configurations for team-teaching: (1) two or more teachers loosely sharing responsibility; (2) team-planning, but individual instruction; and (3) joint planning, instruction, and evaluation of learning experience

Clearly, teaching partnership can function in different ways We conceptualize team- teaching as being part of a continuum of collaboration that varies according to levels of coordination and shared responsibility At the low level, collaboration (end of the scale) would be courses planned by a group of faculty and later taught individually by members of the group They might plan the general content of these related courses, but would teach and evaluate the courses separately and they would not observe each other’s classes At the highest level of collaboration, the courses are co-planned, co-taught and evaluated by a pair or a group of teachers

From many types of team-teaching defined by different scholars, it is realised that there appear to be two basic types of team-teaching: type A and type B In type A, two or more teachers work together but do not always teach the same students at the same time Some authors call this type “team-planning” In type B, two or more teachers teach the same students at the same time in the classroom Within type B, there are 4 basic instructional models: the Traditional Model, the Supportive Model, the Parallel Instruction Model and the

Differentiated Instruction Model These models may be used singly or combined in any number of ways In Traditional Model, both teachers share the instruction of content and skills to all students This is not like to Supportive Model in which one teacher focuses on content instruction while the other teacher conducts follow-up activities or works on skill building In the third model, the Parallel Instruction Model, students are divided into groups and each teacher provides instruction in the same content or skills to his or her group In the last model, the Differentiated Instruction Model, students are divided into groups on the basic of learning needs with each teacher providing instruction based on his or her group’s needs In practice, this often means dividing a class by ability to provide enrichment activities to the high ability group and extra support to the lower functioning group

There is also another type and the third one is occasionally called team-teaching, but lacks the shared responsibility and coherent structure of the first two (A and B) In this version, one coordinator alone is responsible for course content and grading Extensive and regular use is made of guest lectures and panels, and the material presented in this manner is an intergal part of the overall course design

In short, team-teaching is open to several interpretation Both type A and type B are becoming common in my college However, type B is an experimental model for teacher development, so for the purpose of this study, I am assuming the following: two teachers share a class and divide instruction between them and team-members are from closely al- lied discipline: EFL teaching

Theoretically, team-teaching is a very positive model for professional development How- ever, the practice of team-teaching faces some factors These concerns are revealed in the Pritchett’s study (1997) in which the author shows some factors affecting team-teaching

According to Pritchett, there are three important elements influencing team-teaching: (i) roles and expectations (ii) experience and knowledge and (iii) personality and teaching style

The first two factors are related to “the conflict that could arise if there is uncertainty or disagreement in the role of each team member.” (Letterman & Dugan, 2004, p.6)

The second two factors appear to be a two-edged sword: some of the team-teachers adapt a more submissive role readily as they learn from a more experienced team-teachers, while the others feel a need to compete for a leadership role in the partnership

The last two factors are concerned with personal incompatibility and inadequate communication skills that may cause the failure of the partnership

Other factor, mentioned by other authors, is also related to the lost of autonomy: individual teachers may fear that the collaboration process, which involves “a curricular theme, common assignments, and readings, shared presentations, and shared expectations and grading system for student work.” (Mc Daniel & Colarulli, 1997, p.28), will result in the sense of losing control over their own teaching practice

Furthermore, several studies (Buckley, 1998; Timothy & Bill, 2005) identify that a poor relationship between two team-teachers may lead to a breakdown in this relationships

This could occur because team-teaching involves interpersonal relationships (Buckley,

1998) This relationship is not inherently beneficial because, to some extent, it can undermine trust and openness which are of great importance to the establishment and the maintenance of a real collaborative culture

Another factor is that team-teaching requires enormous investment of time, money, effort and resources (Pritchett, 1997; Bill Perry & Timothy Steward, 2005; Goetz, 2005) Con- cerning time, a group of studies (Davis, 1995; Sandholtz, 2000) showed that it was a critical factor for the effectiveness of team-teaching

In short, it is obvious that team-teaching is a beneficial approach for teachers’ professional development, but it needs further research into how to overcome its barriers.

Why Team-Teaching as a valuable means for Professional Development?

The study of team-teaching as a viable alternative to traditional teaching as a way to in- crease students’ outcomes has a long history, dating back to the mid 1950’s Bunyan of Calgary (1965) see the teacher as an important factor in team-teaching He sees this initia- tive as a way to promote better teacher professional development and, therefore, to provide a better opportunity for students to learn He feels that teachers co-operating effectively would need training and preparation in order to effectively deal with the psychological impact of team-teachers He does not question the benefits of team-teaching as he feels they are many and widely accepted Instead, he warns that we should not undermine its effectiveness with poor teacher training and planning Johnson and Hunt (1968) see team- teaching as a way for teachers to come out from under the sometimes-crippling effects of threat upon their practice and free themselves up to better teachers They feel that teachers who work in an environment of collaboration, constantly getting new ideas and feedback from others, will become more perspective and lose the fear that has so often blocked im-

LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com provement They see team-teaching as a way for teachers to become more efficient and more effective than their traditional, isolated teaching counterparts They feel that dignity and integrity are implied in a teaching team and that they are given more freedom to work, not constrained by arbitrary schedules and routines

Similarly, Edmonds in “Teaming for teachers” (1973) writes that the essential concern of team-teaching is that of professional sharing He contends that team-teaching provides a good platform for teachers to engage in professional discourse and to get and give advice about teaching practice without judgement This, he sees, is a step towards better teacher practice

In recent studies, Davis (2005); Steward & Sandholtz (2000); Anthony Bynom (2000) assert that team-teaching in ESP (English for Special Purpose) or interdisciplinary can be an effective forms for professional development

In summary, once again, the issue of teacher isolation is identified as one factor that con- tributes to the repression of professional development and teacher growth Because teachers spend so much time isolated in their classrooms, they have little or no opportunity to observe and learn from others Teachers avoid seeking advice from others in this type of structure because it is seen as a sign of weakness and others resisted giving advice so as not to insult their colleagues Teacher should be supported to try new things, and they become more effective and more enthusiatic The collective power of the group made them stronger

Teachers can surely enhance their professional development because team-teaching cer- tainly “requires planning, skilled management, willingness to risk change and even failure, humility, and open-mindedness, imagination and creativity”.(Buckley, 2000, p.11)

Literature revealed that team-teaching has enormous potential to bring about professional growth for teachers Although there have been factors affecting team-teaching, with appropriate understanding of team-teaching, it has emerged as an effective tool for professional development The literature review of previous studies in the field has provided the background in the field of team-teaching research and can be considered as basic for the investigation of team-teaching in the context of a Teacher Training College located in NgheAn

However, the emergence of team-teaching as a tool for professional development has not been paid due attention in Vietnam Moreover, there has been almost no research into the

LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com field of team-teaching in the context of the Vietnamese education system, except for an ar- ticle by Le Thi Anh Phuong in Teacher’s Edition No study exists that examines the pres- ence and benefits of team-teaching in terms of teacher growth Therefore, this study fills the gap by investigating the team-teachers’ point of views and attitudes towards their team-teaching experience as a tool for professional development.

Methodology

The setting of the study

The study was conducted at Foreign Languages Department of NgheAn Teacher Training College located in Vinh city, Nghe An province

The Foreign Language Department of Nghe An Teacher Training College has 37 teachers including English major and non-English major teachers In fact, nearly of all the teachers are young, active and energetic with teaching experience ranging from 3 to 12 years There are only 4 old teachers who have been teaching for over 20 years All teachers have good attitude to English teaching and they are always willing to enhance their teaching skills

To do this, they spend their time on class observation, self-evaluation, portfolio collection, peer-observation, peer-coaching, action research Especially, they also team-teach to improve their teaching skills and learn together Besides, there are annual workshops for professional development so teachers have good chances to exchange their experience and contribute many good ideas for professional growth

In recent years in Vietnam, volunteers from organizations such as Volunteer Service Over- sea (VSO) and Volunteer In Asia (VIA) have been sent to different Teacher Training Col- leges to help with instruction and to promote the relationship between these organizations and the Teacher Training Colleges

Nghe An Teacher Training College started to receive help from VSO in 1998 Some volunteers have been working here for a long time These volunteers typically teach a workload of 16 periods or more as assigned in the contracts between the college and the organization However, at first they often taught independently, with little preperation or consul- tation with other colleagues in the Section or Department A similar situation exists among their Vietnamese colleagues, who often taught independently as well, rather than preparing lessons together For instance, the subject British Studies was taught by a Vietnamese teacher, instead of by a British volunteer who may has been in a better situation to do so

As a result, the course was sometimes taught more like reading comprehension class, and no good use was made of the expertise and knowledge of the native speaker teachers (Brit- ish teachers) This to me is not a desirable situation!

Reflecting on such situations, we see that the present way of cooperating among teachers in my college does not maximize the benefits of working context and much more could be done to aid both teachers’ professional development and students’ language development

To address this issue, we have tried team-teaching with the aim of developing the advantages of our situation, that is: working with British VSO volunteers From then on, some Vietnamese colleagues are also asked to work closely with the volunteers to exchange experience and so they can take over the subjects when the volunteers leave (i.e British Stu- dies or English Literature)

When other British volunteers arrived in 2007, the Dean of Foreign Languages Depart- ment and the Head of English Section decided that a closer cooperation between the volunteers and the Vietnamese teachers, especially in classroom, could make our work more useful to teachers and students as well This suggestion was welcomed by both Vietnamese teachers and British volunteers and we started team-teaching between not only British volunteers and Vietnamese teachers but Vietnamese and Vietnamese teachers

To be honest, our attempts at team-teaching were mainly experimental-to find out whether team-teaching could work in our environment, and what benefits as well as barriers it might bring to our teaching and learning context.

The research questions

The research questions that guided the study mainly focused on the following issues:

1.To what extent, can team-teaching help enhance professional development, as perceived by both English volunteer teachers and Vietnamese teachers?

2.What are the barriers to team-teaching, as perceived by team-teachers (both English volunteer teachers and Vietnamese teachers)?

The Participants

The study involved 5 pairs of team-teachers (9 team-teachers) Teachers’s ages ranged from 21 to 55 years-old with an average age of 38 They all taught English for English- major students The first pair of team-teachers (Mai Anh & Nguyên) were teaching Inte- grating Skills for the first year students The second two pairs were teaching Speaking Skill

(James & Hiển) and Writing Skill (Thanh & Vân) for the second year students; and the last two pairs were teaching British Studies (Chris & Châu) and English Literature (Chris &

Liên) for the third year students The number of female teachers is higher than that of male teachers as seen in the Table 1 These teachers have been teaching English for 2 to 25 years and they have some experience with team-teaching Among these teachers, two are from England

Chris Staples-aged 55- is an English volunteer from VSO He arrived in Nghe An in 2004

He before had a long time for volunteering in some Asian countries such as: China, Korea,

Thailand, Japan At first, he taught British Studies and English Literature independently

Then, with the suggestion from the Dean of Department and the Head of English Section, he team-taught with two Vietnamese teachers (Châu & Liên) so the Vietnamese teachers could take over the subjects when the volunteer left

James Edwards, the second volunteer from VSO, is a quite young English “teacher” (aged

21) He almost had very little teaching experience and he arrived in Vietnam for the first time He was asked to team-teach with some Vietnamese teachers for skill subjects (such as: Speaking or Writing) or Pronunciation He left Nghe An Teacher Training College in

2009 The interviews with these volunteers were conducted last year for other study of mine at college-level I still kept the records and transcripts of these interviews and used for this study

Of the Vietnamese teachers interviewed, Mai Anh, Hiển, Thanh, Vân, Liên, Châu are veteran teachers while Nguyên is an inexperiened teacher They were asked to team-teach together Their background details can be seen in Table 1

No Name Gender Country Age Subject Team-teaching experience

Liên Châu Vân Thanh Mai Anh Nguyên Hiển James male female female female female female female female male

Vietnam Vietnam Vietnam Vietnam Vietnam Vietnam Vietnam England

English Literature English Literature British Studies Writing Writing Integrating skills Integrating skills Speaking Speaking

Data collection instruments

Adopting an interview-based qualitative method, two data-collection instruments were employed for this study In-depth interview technique is used as the main method to collect data for the study in order to achieve a holistic understanding of the team-teachers’point of

LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com views, perspectives and attitudes towards team-teaching as a tool for professional growth

Besides, classroom observation is also used to triangulate the data

There are many kinds of interviews Hitchcock (1989:79) lists 8 types: structured interview, survey interview, counselling interview, diary interview, life history interview, eth- nographic interview, informal/unstructured interview and conversational interview Cohen and Manion (1994:273), however, prefers to group interviews into 4 types including the structured interview, the unstructured interview, the non-directive interview, and the focused interview Some other researchers only name 3 main types of interviews: structured interview, semi-structured interview and unstructured interview

According to many qualitative researchers, in-depth interviews are useful when the researcher wants detailed information about a person’s thoughts and behaviours or want to explore issues in depth “The primary advantage of in-depth interviews is that they provide much more detailed information that what is available through other data collection methods, such as survey They also may provide a more relaxed atmosphere in which to collect information-people may feel comfortable having a conversation with researcher to share their ideas” (Prairie Research Associates, 2001, p.12)

The semi-structured interviews were designed with open-ended questions There were three main questions for all interviews: (i) the benefits of team-teaching in terms of professional development; (ii) the barriers to team-teaching and (iii) suggestions for improvement towards team-teaching When the researcher interviewed the English volunteers and Vietnamese teachers, their background (university major and teaching experience ) was also investigated to enrich the interviewing information Each interview lasted around 1 hour All the interviews were conducted both in English (for British volunteers) and in Vi- etnamese (for Vietnamese teachers) then were recorded by audio-taped and translated and transcribed for the purpose of analysis (For the guiding questions for in-depth interviews, see Appendix 1; for the in-depth interview transcript, see Appendix 2)

To support and check the reliability of the data collected from in-depth interviews, classroom observations were also employed The purpose of classroom observations is to obtain information on teachers’ actual team-teaching practice as well as the atmosphere in the classroom; their partnership and the role of each teacher in the team-teaching classes Be- sides, this technique can help researcher observe the students’ feelings, attitudes, and be-

LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com haviour in team-teaching lessons Thus, classroom observations can also help the researcher give conduct effective post-observation interviews with appropriate questions

The classroom observations were carried out in three stages: before the class, during the class, and after the class In before-class stage, the researcher focused on making contact with team-teachers to know the teachers’ teaching objectives, the class size and the subject

In during-class stage, the observations were aimed at the team-teachers’ teaching interac- tion, the teaching skills that teachers had learned from team-teaching were transfered into their classroom as well as the attitudes of students During the classroom observations, extensive field notes were made of all the observed events in the classroom In after-class stage, the researcher concentrated on interviewing the critical issues arising from the observed lessons, as well as the issues related to team-teaching ( For the classroom observation checklist, see Appendix 3)

Data collection procedures

Firstly, the researcher contacted with team-teachers who had the most experience in team- teaching to ask for the permission to conduct the classroom observations and in-depth interviews

As mentioned above, the interviews with two volunteers from VSO and their team-mates were conducted last year for other study of hers at college-level The researcher still kept the interview transcripts and used for this study

The other interviews and classroom observations were carried out during the second term of the school year of 2009-2010

Each pair of team-teachers were observed three times (three lessons per pair) The teachers were not comfortable with their lessons beings video or audio recorded and so extensive field-notes were made of all the observed events in the classroom After each classroom observation, the interviewees were invited to go into the lab and have face-to-face interview The semi-structured interviews lasted around one hour and were recorded They focused on critical issues arising from classroom observations as well as issues related to team teaching as a means for teacher development These teachers had class once a week

At the end, the researcher had total 15 class observations field-notes and 15 records of in- depth interviews These records were then transcribed for data analysis The data transcripts consisted of 15 pages for field notes and 50 pages for interviews.

Data analysis

Once the researcher had obtained all the data transcripts from field-notes of 15 class observations and in-depth interviews, she had them typed on separate papers The researcher then read all information carefully, coded the different topics The data was repeatly read and important topics were grouped; then some ways by which teachers improved their professional growth gradually took shape Lastly, the researcher generalized all the most important themes emerging from the data These themes were presented in order of sa- lience based on the number of mentions in the data The researcher has attempted, as far as possible, to use the words of the team-teachers in the discussion rather than trying to in- terpret underlying intentions In other words, the researcher’s aim has been to let the team- teachers speak for themselves

In summary, in this chapter the setting of the study, the participants, the data-collection instruments, the data-collection procedures and data-analysis have been described and the research questions have also given.

Findings, Discussion and Recommendations

Major Findings

Together with classroom observations, the transcripts of in-depth interviews were analysed and two salient themes emerged from this data

3.1.1 Teachers’ professional development enhanced through team-teaching

Ways in which teachers developed or improved were varied and numerous, depend on “the teachers’ own desire and motivation to continue learning” (Head & Taylor, 1997)

To make the findings clear, the researcher will divide the first finding into two sections: (i) Teachers’professional development enhanced through team-teaching between English volunteer teachers and Vietnamese teachers, and (ii) Teachers’ professional development fos- tered through team-teaching between Vietnamese and Vietnamese teachers

3.1.1.1 Teachers’ professional development enhanced through team-teaching between English volunteer teachers and Vietnamese teachers

Despite the differences among the teachers in age, culture and experience, and even teaching styles, all were united by a desire to implement the team-teaching effectively The 6 domains of second language teacher education, identified by Richards (1998) were taken into consideration when finalizing the areas of professional development of team-teachers

Five areas of professional development were generated by analyzing 15 transcripts of field- notes from classroom observations and in-depth interviews from 9 team-teachers as follows:

► Experience-sharing and knowledge-widening

► Language improvement However, these generated professional development areas might overlap with each other because teachers’ professionalism today consists of various factors that cannot be clearly delineated, partly due to what an American educational philosopher Cremin (1989) calls

Experience-sharing and knowledge-widening

Sharing experience and widening the knowledge (including knowledge of subject matter, culture, beliefs and institution ) seemed to be the most popular ways in which teachers from different ethnic backgrounds strove to further their professional development This is illustrated by the following quotes from team-teachers:

“ Working in this way, we were able to make our lessons more effective because we usually had “double vision” For example, as a Vietnamese teacher, I tended to know Vietnamese students’ needs and problems better than the volunteer, but the volunteer provided valuable and interesting information about British life that I lacked ” (Châu, Vietnamese teacher)

“ In English Literature, I had more understanding of the content of what we had to teach Chris was really an expert in this field, he had a lot of teaching materials and sources of information and he shared with me When I found difficult in undestanding some concepts, I could consult him We exchanged, discussed and by that way, I learnt more and more ” (Liên, Vietnamese teacher)

“ As a non-native English speaking teacher I felt more confident when I worked with a native speaker in the course of British Studies This was because he could act as a more reliable resource for knowledge about culture and linguistics aspects of this subject ”

(Châu, Vietnamese teacher) “ Another area where Vietnamese teachers have the upper hand is in their knowledge of institutional culture and goals They are familiar with the administrative framework

They know what to expect from and how to deal with management, colleagues, and students They understand the system of examinations which may be different from my country’s This awareness of norms not only enables them to analyse students’ needs better but also helps me to avoid the kind of institutional culture shock ” (Chris, English volunteer teacher)

Thus, a better understanding to students might lead to a better teaching method, and the frequent exchange of experience between colleagues in cross-cultural context enriched the knowledge and skills of both teachers

“ My Vietnamese teacher and I met after each class to evaluate the lesson After teaching a section, we talked on the way home about what had seemed to work well and what had not We commented on the parts that students had seemed to understand well and parts in which they had not done satisfactory Then we talked about neccessary changes for the following lessons At the end of the course, we both assessed the students and exchanged ideas about the outcomes of the course ” (James, English volunteer teacher)

And other English volunteer teacher commented:

“ I sometimes had challenge in explaining difficult concepts for students to understand My Vietnamese team-mates could have different ways of explaining things which made it easier for students to understand, or even could translate them into Vietnamese This is particilarly useful in British Studies and English Literature, in which some of the material was quite complex ” (Chris, English volunteer teacher)

According to Richards (1998), one of the domains of teacher’s professional development is

“teaching skills and methods” including such skills and knowledge as: (i) to master teaching skills (i.e questioning skills, classroom management, lesson planning ); (ii) to develop competence in using one or more language teaching methods (i.e communication language teaching method ); and (iii) to be able to adapt teaching skills and approaches to new situations (p.15) Surely, for teachers who often work alone or teach independently, team-teaching provides a supportive environment that overcomes the isolation of working in self-contained or departmentalized class-rooms Being exposed to the subject expertise of colleagues, to open critique, to different styles of planning and organization as well as methods of class presentation, teacher can develop their approaches to teaching and ac- quire a greater depth of understanding of the subject matter of the unit or module This is illustrated by the following quotes from the excerpts:

“ Team-teaching helps me integrate various teaching methods and make good use of them to motivate the students in classes ” (Châu, Vietnamese teacher)

“ The shared responsibility and action helped me as a Westerner understand more about Vietnamese students’ needs, culture and previous learning experiences, and thus to know why some ideas worked and other did not For example, they were used to students who could work very independently and often not prepared the lessons for that fact that Vietnamese students tend to need a lot more teachers’ guidance Working with a Vietnamese teacher made me aware of this, so she could make suitable preparations and plan more guided activities ” (Chris, English volunteer teacher)

“ Other thing that was beneficial about it was that it was able to work with different teacher in the same classroom The class was easily controlled and there was time for us to meet with individual students, especially when I’m a “stranger” here ”(James, English volunteer teacher)

As a Vietnamese teacher said that “conducting class in English” and “teaching English through English”, especially with native English speaking teachers is a good way to improve the students’ language competence

Discussion

Findings from this study about team-teaching between English volunteer teachers and Vi- etnamese teachers are consistent with those of other researches into Asian contexts where there are a lot of Assistant Language Teachers (ALTs) to come and help with EFL teaching and learning such as: China, Japan, Korea The results of the present study showed that team-teaching of teachers from different culture backgrounds would be beneficial in many ways in terms of professional development First, the preparation by teachers has the potential to explore all the relevant issues (i.e culture, beliefs, working styles ) Second, there is likely to be better guidance by the teachers in pre-class discussion and subsequent- ly in the class discussions, which can only result in better responses Third, an integrated approach from different perspectives is entively possible Fourth, the team-teaching approach provides ample opportunities for even teachers to learn from other experts and even in turn they become better academics Besides, team-teaching between two Vietnamese teachers also confirmed and supplemented for these findings in EFL setting There were

LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com many ways by which teachers could enhance their professional development such as thay could share experience and knowledge, they could try with various new teaching methods and skills, they could fulfilled their communicative skills Team-teaching also helped them to share responsibilities and help each other For Vietnamese team-teachers, when team- teaching with English volunteer teachers, they could improve their language competence

In addition, most of the team-teachers also identified some barriers to their team-teaching process due to different personalities, teaching styles, teaching beliefs, the roles and expec- tation Especially, a lack of time, effort can also be other challenges in team-teaching

These drawbacks are similar to those from Prichett’s study (1997) when he outlines these elements in a team-teaching handbook for American educators

In case of team-teaching between two Vietnamese teachers, only the case of team-teaching between a veteran teacher and an inexperienced teacher (Mai Anh & Nguyên) gave positive feedbacks Ironically, it was thought that the team-teaching between two veteran teachers could be implemented easily because both came from the same culture and had rather long teaching experience, so it could be inferred that they knew each other very well, and they understood students’ needs and culture clearly They, instead, admitted that their team-teaching seemed to be not very successful and they suggested they should make their co-teaching at low level of collaboration scale This means that they should use cate- gory B of team-teaching model (in which the teachers work together but donot necessarily teach the same groups of students nor necessarily teach at the same time) They proposed that team-teaching between them could take any forms as follows:

• Team members meet to share ideas and resources but function independently For instance, they may participate in daily meetings or ongoing discussions and plan their curri- culum together This version of cooperative teaching can offer teachers a lot of opportunities to enhance their professional development

• Teams of teachers sharing a common resource center In this form, teachers teach classes idependently but share resource materials such as lesson plans, supplemetary textbooks and exercise problems.

Recommendations

From the results of the study, some recommendations can be drawn The recommendations proposed to the administrators and team-teachers

Establishing a successful team-teaching is not an easy task It takes a lot of commitment, good will, thought, time, flexibility and patience to make team-teaching “work” Therefore, it is highly recommended that it is neccessary to take all the aforementioned barriers into consideration

• Administrators’ support School administrators should understand and support team-teaching and the needs of team- teachers School administrators should set a favourable conditions for team-teachers by giving appropriate planning time, by reducing the workload for team-teachers, and by al- lowing team-teachers to team teach students not more than two different primary year levels Besides, the administrators should create social activities for team-teachers (between English volunteer teachers and Vietnamese teachers) to improve their understanding of each other and help them establish a harmonious or productive interpersonal relationship

School administrators should provide information and encourge pre-active preparation from teachers An initial orientation for new team-teachers and on on-going series of faculty-led workshops should be established to aid teachers in their understanding of the dy- namics of team-teaching For example, the Dean of Foreign Languages department or the Head of English section should set a formal meetings or regular forums at the beginning and at the end of school-year for team-teachers to discuss the benefits, the drawbacks as well as their experience from team-teaching

For team-teaching between English volunteer teachers (EVTs) and Vietnamese teachers, preparations should start at least one week before a semester commences This means that English volunteer teachers’s early arrival in the school is very crucial because it is most likely that they have no or very little prior experience teaching in Vietnam Culture shock could be painful if these teachers come unprepared and unsure about what they are expected to do in class (Brown, 2000) In addition, English volunteer teachers need time to familiarize themselves with the cultures of the school, including information about how school leaders, teachers and students interact with each other and negotiate content and relationships within their context An orientation for EVTs initiated by the head of college or department should include the following information and issues:

1) an overall introduction to the school (i.e history, population, hierarchy, culture)

2) the general situation of teaching English at the school (i.e methodologies, textbooks, weaknesses)

3) learner/social characteristics of their targeted students

5) school’s expectations (e.g., from EVTs, from teaching English)

• Team-teaching: voluntary or imposed?

Not all teachers want to team-teach because they may not want to make changes from their routine Some may recognize that they have a successful method of teaching and find no advantage to altering it They may prefer to stick with the tried and true Hellen (1967), offers a “note of warning” : “not all teachers can be, nor want to be team-teachers They are successful in their own right, and they are not convinced that a change is best for them

Perhaps, they are correct, and their wishes should be respected If team-teaching stresses individualization, it is ridiculous to contradict this emphasis by trying to force every teacher and student into its mold” (p.13) As a result, team-teachers should volunteer and agree to team-teach Thus, school administrators should be highly recommended to consider the individual teacher’s personality and teaching style

• Is there only one way to team-teach?

In its fullest sense, team-teaching is where a group of lectures work together to plan, conduct and evaluate the learning activities of the same group of students However, it would be a mistake to think that team-teaching is always practised in the same way Its format needs to be adapted to the requirement of the teaching situation Some other possible op- tions of team-teaching models should be suggested:

► two members meet to share ideas and resources but generally function independently

► teams of teachers share a common resource center

► a team shares a common group of students, shares planning for instruction but team members teach different sub-groups within the whole group

► certain instructional activities may be planned for the whole team by one individual, for example planning and developing research seminars

► teams plan and develop teaching resource materials for a large group of students but may or may not teach them in a classroom situation

Therefore, the administrators should let team-teachers to discuss and choose which model is suitable to their teaching situation

• Salary may have to reflect the additional responsibilities undertaken by team-members

Team-leader may need some forms of bonus

Furthermore, school administrators need to develop a strong awareness of many of the issues concerning team-teaching in order to create a positive and encouraging environment for the professional development of team-teachers Without support from school administrators, the team-teachers’ willingness and passion for team-teaching will be replaced by frustration and the practice of such collaborative work might therefore result in ineffective teaching and muddled

In order to conduct a successful team-teaching, team-teachers play an very important role in this partnership Here are some recommendations for them:

• Selecting a team-teaching partner The important factors affecting team-teaching are personality and teaching style, thus, if possible, a team teacher should choose the right team-partner

• Much of the effort to built a successful team-teaching must take place outside the classroom Therefore, team-teachers must always strive to make time for their team They will need time to plan , prepare and evaluate As part of planning process, Goetz (2000) sug- gests that teachers discuss what materials will be taught, who will teach them, how will they be taught, if and how small groups of learners will be created, how will learners will be evaluated and how they will evaluate the team-teaching program as a whole Thus, a clear communication on the roles of both members in team-teaching is essential to the success of the relationship and the realization of their teaching objectives Communication is perhaps more difficult for teams made up of teachers from different cultural backgrounds which value radically different communication styles However, it is essential for team-teachers to do their utmost to keep this in mind and endeavour to respect and understand one another

• In the classroom, teaming teachers may also want to try using some of the instructional techniques proven to be successful by practiced teaming teachers Benoit and Haugh

(2001), two ESL teachers with team teaching experience in Japan, suggest that team- teachers should always maintain eye contact while teaching, develop hand signals to com- municate during lessons, circulate around the classroom as much as possible and use echoing (repeating or translating the utterances of the other teachers)

• Classroom management Each teacher has a different threshold of tolerance for students’ misbehaviour In the beginning of team-teaching program, team-teachers both need to establish a set of guidelines

LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com and agree on what type of behaviour is not acceptable in your class, and consequences for students who disrupt the class Without these agreement on what is permissible and what is unacceptable, team-teachers will invariably find themselves in disagreement and have po- tentially inconsistent reactions by teachers to student misbehaviour in the class To prevent this before it occurs, two teachers should sit down together and make a list of class rules

Next, team-teachers need to determine what consequences you can implement should these rules be broken.Lastly, team-teachers will have to develop a “warning” procedure that teachers will give to students (for example, three “warning” lead to one “consequence”)

• Lesson and student evaluation Here are a few other key points about evaluation that team-teachers should keep in mind:

► working together to make tests and assignments based on what team-teachers have been teaching to ensure consistentcy and fairness to students

► evaluating students based on mutually agreed up system

► keeping up your communication with frequent checks of how you are progressing, always keeping in mind the objectives you set out together

► working together to change things that are not working as you go along

• Displaying your trust Trust the other’s ability in the class and display your trust in action If you are the Viet- namese teacher, try to avoid giving requests directly, such as “Please read the paragraph!” or “Please ask the students questions!”, because these can sound like direct orders, which might make the young English volunteer teacher feel like he or she is being treated as a

CD player Instead ,you can use implicit methods such as a gaze or body languages to in- vite the other to take the next action or you can just wait to offer your teaching partner a chance to take active actions An experienced English volunteer teacher will have the ability to judge when to commence an activity, and where to take action If you really need to prompt the other teacher, try using phrases such as, “James, would you like to say that in English for us?” or “Peter, can we get you to show us how to make that sound?” This will help the English volunteer teacher feel like a valued member of the team Framing your directions as requests or invitations will also provide the students with important pragmatic awareness

If a young teacher works as an English volunteer teacher (like James, 21), he should display his trust of the Vietnamese teacher through actively participating in the class He should not act as a robot waiting for orders , but he should observe the class to see where

Conclusions

This study presents some major findings from team-teachers’ point of views and attitudes towards team-teaching as a tool for professional development It was found that most team- teachers benefited team-teaching in their professional growth There are many areas by which they can foster their professional development such as sharing experience and widening knowledge; improving their teaching skills and developing communicative skills

In addition, they also believed that their improved cooperative teaching was benefits of

LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com their team-teaching experience For Vietnamese teachers, when team teaching with native English speaking teachers, they can enhance their language competence From the findings of this study, it outlines the need to develop a formal team-teaching program for EFL teachers

Besides, during the practice of team-teaching, they also realized some drawbacks from team-teaching including a lack of time, the different personalities and teaching styles The team-teaching between English volunteer teachers and Vietnamese teachers also face challenges due to the differences in cultures

From what has been found about the current situation, the above mentioned recommendations have been put forward to support the call for a formal team-teaching program for EFL teachers, as well as to create conditions which can facilitate its success.

Limitation and suggestion for further study

This study presents the opinions and attitudes of a small number of team-teachers and no firm generalisations can be drawn from the study However, despite these limitations, this small-scale study provides further insights into the benefits of team-teaching in terms of professional development To explore a deeper understanding about team-teaching in Viet- nam setting, large-scale studies, using multiple methods of data collection, are needed

Thus, the scope of the context can be extended and the validity of its findings can be strengthened

1 Anthony Bynom (2000) Team-teaching: Plus or Minor ESP, Vol.38, No.1(From Eng- lish Teaching Forum online)

2 Beerens, D.R (2000) Evaluating teachers for professional growth: Creating a culture of motivation and learning Thousand Oaks, CA Corwin press Inc

3 Bill, P & Timothy, S (2005) Insights into effective partnership in interdisciplinary team-teaching

4 Buckley, Francis J (1998) Team-teaching: What, Why and How? Thousand Oaks, CA:

5 Bunyan, L.W (1965) Team Teaching Calgary: Dome Petroleum

6 Cohen, L & Manion, L.(1994) Research Methods in Education Fourth Edition Lon- don, Routledge

7 Davis, J.R (1995) Interdisciplinary courses and team-teaching: New arrangements for learning American Council of Education Phoenix, AZ: ORYX Press

8.Duke, C & Stiggins, R (1990) Beyond minimum Competence: Evaluation for Profes- sional Development In Danielson, C & Mc Great, T.L (2000) Teacher evaluation: To enhance professional practice Alexanndria, Virginia Association for supervision and cirriculum development

9 Edmonds, E L (1973) Teaming for teachers Charlottown: University of Prince Ed- ward Island

10 Eisen, M & Tisdell, E.J (2000) Team-teaching and learning in adult education San Francisco: Jossey-Bass

11 Eleonara, V.R (2003) Teacher Professional Development: An International Review of the Liturature/ Paris: UNESCO-International Institute for Educational Planning

12 Goetz, K (2000) Perspectives on Team-Teaching [On-line]

Available: http://www.ucalgary.ca/-egallery/goetz.html

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21 Norton, M.S (2008) Human resource administration for educational leaders Thou- sand Oaks, CA, Sage Publication Ltd

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23 Phillips, J K (1991) Upgrading the target language proficiency levels of foreign language teachers ERIC Digest Washington, DC: ERIC Clearinghouse on Languages and

24 Pritchett, P (1997) Teamwork: The team member handbook Dallas, TX: Pritchett and Associates

25 Richards, J.C (1998) Beyond Training: Perspectives on language teacher education

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27 Roberts, J (1998) Language Teacher Education London: Arnold

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29 Timothy Stewards & Bill Perry (2005) Interdisciplinary Team Teaching as a Model for Teacher Development The TESL-EJ, Sep, 2005 73-82

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Taylor Reading in teacher Development Oxford: Heinemman vii

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APPENDICES APPENDIX 1: GUIDING QUESTIONS FOR INTERVIEWS

1 How long have you been an English teacher?

2 What is your academic and professional training?

A master’s degree in Education or related to Language teaching

A master’s degree in other areas

A first degree from a university in English Language Teaching

A first degree from a university in another area different from ELT

A teaching qualification, like COTE, Teacher’s Course, etc

Other qualifications that you find relevant

3 Who is your team-mate?

4 How long have you been team-teaching with your partner?

5.Which subjects are you team-teaching? For which level: the first-year students, the second-year students or the last year students?

1 I know you have team-taught with a Vietnamese teacher for over one year, thus to what extent can team-teaching help you enhance your professional development? Please explain and describe as much as possible

2 You have team-taught with an English volunteer teacher, so have you got any benefits from your team-teaching with an English native-speaker teacher in terms of your professional development? Could you express in details?

3 You have team taught with another Vietnamese teacher, so have you got any benefits from this partnership in terms of your professional development? Could you express in details?

4 You have team taught with a veteran teacher, so how did you feel at first and have you got any benefits from this partnership in terms of professional development until now? Could you express in details?

5 You are team-teaching with an inexperienced teacher, so how can you and her co-plan, co-teach and co-evaluate? Have you got any benefits from this partnership in terms of professional development? Could you express in details?

6 You are team-teaching with a partner whose culture is quite different from yours, so you must face a lot of drawbacks Which barriers occured during the time of co-planning, co- teaching and co-evaluating? And how can you overcome these challenges?

7 You are team-teaching with a partner who comes from the same culture, and also have teaching experience like yours, so have you got any difficulties in this partnership? And how could you overcome these difficulties?

8.Team-teaching with a veteran teacher is not an easy work, isn’t it? Have you got any psychological problem, or other problems? Could you express in details? And how can you overcome these challenges?

9 You are asked to team teach with a very young teacher like Nguyên , have you got any problems in this partnership? Could you explain in details How can you overcome these difficulties?

10 It can be seen that team-teaching is not an easy work and it can lead to conflict between two teachers How did you handle disagreements during the time of collaboration?

11 Time is a big problem in team-teaching, isn’t it? How can you adjust your timetable?

For example, how and when did you meet to discuss the lesson and consider changes to content or procedures throughout thhe semester?

12 Do you like your team-teaching? Why and why not?

13 Do you think team-teaching is really suitable with your teaching context? Why and Why not?

14 What are you recommendations for a more effective team-teaching in your teaching context?

PHỤ LỤC I: CÁC CÂU HỎI PHỎNG VẤN CHÍNH

PHẦN A: CÂU HỎI THÔNG TIN CÁ NHÂN

1 Cô/thầy đã có thời gian giảng dạy được bao lâu rồi?

2 Chứng chỉ sư phạm của cô/thầy là gì?

3 Ai là đối tác dạy cộng tác cùng cô/thầy?

4 Cô/thầy đã dạy cùng đối tác của mình được bao lâu rồi ?

5 Cô/thầy đang dạy môn gì? Cho sinh viên năm thứ mấy: năm thứ nhất, năm thứ hai hay năm cuối?

PHẦN B: CÁC CÂU HỎI PHỎNG VẤN CHÍNH

1 Tôi được biết thầy đang dạy cộng tác với một giáo viên Việt Nam được hơn một năm, vậy hình thức giảng dạy này đã giúp thầy như thế nào trong việc phát triển nghề nghiệp?

Xin thầy miêu tả chi tiết!

2 Cô đang dạy cộng tác với một giáo viên tình nguyện người Anh, vậy việc dạy cộng tác với một giáo viên người bản xứ đã giúp gì cho cô trong việc phát triển nghề nghiệp? Mong cô giải thích chi tiết

3 Cô đang dạy cộng tác với một đồng nghiệp Việt Nam, vậy việc cộng tác này đã giúp gì cho cô trong việc phát triển nghề nghiệp? Mong cô giải thích cụ thể

4 Cô đang dạy cùng với một giáo viên kì cựu, vậy ban đầu cô cảm thấy như thế nào và việc cộng tác này đã giúp ích gì cho cô trong việc phát triển nghề nghiệp?

5 Cô đang dạy cùng với một giáo viên trẻ vừa mới ra trường, vậy cô và cô ấy đã cùng nhau hợp tác như thế nào ? Sự cộng tác này đã giúp gì cho cô trong việc phát triển nghề nghiệp? Xin cô vui lòng giải thích cụ thể

Tiêu đề	Team-Teaching as a Tool for Professional Development: Insiders’ Views
Tác giả	Trần Kim Tú
Người hướng dẫn	Đào Thu Trang, M.A
Trường học	Vietnam National University, Hanoi University of Languages and International Studies
Chuyên ngành	English Teaching Methodology
Thể loại	Thesis
Năm xuất bản	2010
Thành phố	Hanoi

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