Abstract
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
Highlights
This article aims to critically look at team teaching approach that is currently used in University of Western Sydney (UWS) TESOL internship program and the role it plays in achieving teaching and learning effectiveness and outcomes
It is claimed that team teaching approach (Gaytan, 2010) can benefit teachers and better student learning experience (Anderson & Speck, 1998) because it allows for two student teachers to work together, communicate with each other and provide assistance and feedback in addition to supervision by an experienced and qualified teacher mentor so that both student teachers learn on the job and achieve their objectives of learning to teach through teaching practice in a real classroom setting
The author will first briefly describe TESOL internship program offered in the School of Humanities and Communication Arts (SHCA) at the University of Western Sydney (UWS), review the important role team teaching plays in our program, and look at the prospect of team teaching to be used in UWS TESOL internship and potential issues that need to be addressed in order for both student teachers and students to gain most out of it
Summary
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. 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). This process benefits qualified teachers and student teachers professionally and maximises student learning experience
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