Valizadeh, Peyman (2019) A Sociocultural Analysis of Team Teaching and Individual Teaching in Iranian EFL Context. Masters thesis, University of Zabol.
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Abstract
Team teaching creates an opportunity for teacher collaborative learning. English as Foreign Language (ELT) teachers working in individual teaching contexts need to make a transition to team teaching to successfully fulfill their roles as team teachers. However, teacher transition from individual to team teaching is underexplored and there is an incomplete understanding of what happens when teachers make a transition from individual to team teachers. Thus, this qualitative case study provides empirical evidence on what happens when individual teachers make the transition into team teaching. Providing an in-depth description of four teachers’ and twenty learners’ experience, the study showed that transition into team teachers involves a movement from ‘individual teaching’ phase through the ‘transition’ phase to a ‘post-transition’ phase. The transition phase was characterized with features including teacher contest and stress, student confusion and dissatisfaction, overreliance on L1 use, and students’ unwillingness to participate. In the post-transition phase, when an effective transition happened, the challenges were replaced with positive features such as increased classroom interaction, mutual support, needs responsive instruction, target language use, and teacher collaboration and learning. Shedding some light on the issue of teacher transition, the study supports the notion of situated learning in a community of practice.
| Item Type: | Thesis (Masters) |
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| Uncontrolled Keywords: | EFL teacher; Individual teaching; Teacher learning; Teacher transition; Team teaching |
| Subjects: | P Language and Literature > PE English |
| Depositing User: | Mrs najmeh khajeh |
| Date Deposited: | 09 Jun 2019 07:32 |
| Last Modified: | 09 Jun 2019 07:32 |
| URI: | http://eprints.uoz.ac.ir/id/eprint/2447 |
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