CHAPTER 5 DISCUSSION AND CONCLUSION
5.5 Recommendations for Future Research
This study contributed to the current literature by describing and analyzing the four
TEFL student teachers’ team-teaching experiences in Taiwan. While this study has its limitations, it is hoped that it can serve as a basis for further study in different contexts, such as in different countries and in different disciplines. Those examples of team teaching could serve as classroom materials for pre-service teachers to study, discuss, and analyze.
In this way, co-teachers-to-be could know better about some factors to be the most important when setting up a team-taught class.Researchers can also consider involving learners in their studies. It is of interest to understand students’ perceptions and attitudes toward collaboration in order to identify the issues that arise. Moreover, it could be
beneficial to assess what contributions, if any, collaborative teaching makes to the students’
learning.
In fact, numerous schools across Taiwan have joined the project of Teacher Evaluation and Professional Development proposed by MOE in order to address critical learning gaps, and to identify ways to improve the quality of teaching for all students.
One possible future direction to further the research on teacher learning is to investigate how teachers will respond to and grow from engaging in the professional development activities involved in the process, such as organizing one’s teaching portfolio and reflecting on the phases of colleague watching, colleague feedback, and further improvement. To further these kinds of studies, future researchers could adopt different qualitative approaches, such as life history and narrative inquiry to document teachers’ voice and stories about learning from other colleagues. If there is more time and energy from the investigators, another possibility is to conduct longitudinal study to understand teachers’
developmental trends across their life span.
In July, 2009, the researcher conducted an interview with Lynn, she endorsed teaching with a co-teacher. However, she added:
It is because now I am a student teacher who has little teaching experience that I like the feeling of co-teaching with peers. Maybe after years of teaching, I become a practice teacher who has much experience of teaching and my teaching beliefs are deeply rooted, I may dislike co-teaching with others. Many in-service teachers don’t like to change and accept new things (interview, Lynn, 2009/07/27).
Many teachers in Taiwan refuse to open their classrooms to another pair of eyes.
However, with the increasing emphasis which is put on teacher evaluation, there are more and more teachers who have chosen to follow the trend in order to improve their quality of teaching. Thus, more time and efforts should be devoted to documenting the stories and voice of those who refuse to try collaborative teaching. The vital issues emerged shall provide valuable insights to the mechanism of Teacher Evaluation and Professional Development.
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APPENDICES Appendix A
徵求全民英檢特攻隊老師參與研究計畫
國立交通大學英語教學所研究生 陳心彤 誠摯邀請全民英檢特攻隊老師們參與我的 研究計畫。本研究計畫徵求四名英語教學所、計劃參與協同教學的全民英檢班老師。
本研究概述下：
研究目的：
本研究主要探討協同教學對職前英文教師之專業發展影響。希望參與協同教學的職前 英文教師能在一個互相學習、共同討論的機會中成長，也期待本研究結果能為英語師 資培訓機構、學校單位及後續研究提供建議，以供未來實施之考量。
資料收集期間：
全民英檢上課期間共五週
研究對象（參與者）：
對本研究計畫有興趣並有意願教授全民英檢考試技巧、相關知識之交大英語教學所學
對本研究計畫有興趣並有意願教授全民英檢考試技巧、相關知識之交大英語教學所學