Two Heads Are Better Than One
Team Teaching in Tesol Internship
Bibliographic Data
| ID | 12866186 |
|---|---|
| Authors | Ping Yang (0000-0002-3646-438X, Western Sydney University, corresponding author) |
| Year | 2013 |
| Volume | 0 |
| Issue | 23 |
| Publication date | 2013-12-18 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Studies About Languages (JOURNAL) |
| Journal identifiers | ISSN: 1648-2824 • E-ISSN: 2029-7203 |
| Publisher | Kaunas University of Technology (KTU) (PUBLISHER) |
| DOI | 10.5755/j01.sal.0.23.4995 |
| OpenAlex | W2038556165 |
| Language | EN |
| Citations received | 2 |
| References cited | 16 |
This article aims to critically look at team teaching approach that is currently used in UWS TESOL internship program and the role it plays in achieving teaching and learning effectiveness and outcomes. Specifically, using ethnography approach, this project examines benefits this innovative student-centred approach brings to teacher mentors, student teachers and students, and further discusses various potential issues that may emerge. Both supervising teachers and student teachers who undertake their practicum at various English language centres work as a team cooperatively (e.g. researching curriculum resources, designing classroom activities, preparing lesson plans), communicate on a regularly basis and in various ways (e.g. face-to-face and via emails), and reflect on their teaching experience (e.g. both strengths and weaknesses). Both parties comment that team teaching approach encourages individual input and team communication as well as collaboration, promotes flexible use of teaching methods, develops critical thinking skills, contributes to quality teaching and accommodative learning, and maximises student learning experience as indicated in our operations of TESOL internship program for years. Student feedback is also positive in that their individual learning needs are met and supported. Meanwhile, the author also notes some emerging issues and challenges (e.g. student teachers’ knowledge gaps in grammar, time management and intercultural communicative competence issue) in the current internship practice. Finally, team teaching approach is pedagogically discussed and recommendations are made to address the emerging issues for future improvements. DOI: http://dx.doi.org/10.5755/j01.sal.0.23.4995
Competence (human resources · Curriculum · Internship · Mathematics education · Medical education · Pedagogy · Practicum · Collaborative Teaching and Inclusion · Computer Science · EFL/ESL Teaching and Learning · Medicine · Psychology · Reflective Practices in Education
Teaching by Principles, Second Edition
Syntactic Ambiguity Resolution in L2 Learners
Not just any direct experience will do
Pre-service teachers’ use of the objective knowledge framework for reflection during practicum
Oh what a difference a team makes”
Establishing professional relationships in practicum settings
Conceptualizing learning style modalities for ESL/EFL students
Good practices in team teaching in Japan, South Korea and Hong Kong
Insights into effective partnership in interdisciplinary team teaching
Time management of final year undergraduate English projects
A cross-cultural investigation of time management practices and job outcomes
Some Criteria for the Development of Communicative Grammar Tasks
Is There a Role for the Use of the L1 in an L2 Setting
Ethnography in ESL
Designing and Implementing the Tesol Teaching Practicum Abroad
Australian cultural scripts-bloody revisited
| Citations per year | 0.29 |
|---|---|
| Citation span | 2019 - 2026 (8) |
| Highly cited | No |