日本人教師2名によるTeam-Teachingの学習者要因に関する研究 : 日本人教師2名によるTeam-Teachingに対する中学生の意識傾向
スポンサーリンク
概要
- 論文の詳細を見る
The purpose of this study is to find out the expectations and anxieties of public junior high students during Team-Teaching conducted by two Japanese teachers of English and to help to improve the method of Team-Teaching. We implement Team-Teaching of English for all of the 7th grade junior high students twice a week. Our organizational pattern is based upon the Associate Type (Bailey, K. M. et al. 1992, 163-164) where leadership emerges as a result of interactions among the members of the team in a given situation, and decision-making power may be shared equally. The results of the study revealed that the expectations of the students were (1) to improve their skills of speaking and listening and (2) to desire the teachers' immediate recognition and help when they encountered difficulty during the class. Their anxieties are as follows. First, the students feel that the teachers are more likely to fire questions at them when two teachers come to the class. Students often feel nervous when they are asked in front of the class and the possibility of having to answer more questions causes anxiety in the students. Second, the students often become confused because they received different directions from two different teachers at one time. We teachers should reflect on our procedure during the class. We need to have more time to make previous arrangements before the class. The study also revealed that girls want to receive more Team-Teaching lessons than prior to the study and boys want to receive less Team-Teaching lessons.
- 関東甲信越英語教育学会の論文
- 1996-03-01