This book provides insights into the professional and personal lives of local language teachers and foreign language teachers who conduct team-taught lessons together.
This book provides insights into the professional and personal lives of local language teachers and foreign language teachers who conduct team-taught lessons together.
Takaaki Hiratsuka is Professor at the Graduate School of International Studies at Ryukoku Univeristy in Kyoto, Japan.
Inhaltsangabe
1. Introduction Part I Power Balance and Lived Experiences 2. Native vs. Non-Native and Novice vs. Expert: Revisiting Power Inequality in Team Teaching 3. From JTE to Team-Teaching Researcher: Autoethnographic Reflections 4. An Autoethnography of a Long-Term ALT: Living with the Enabling and Disabling Effects of Native-Speakerism 5. From Housewives to ALTs: The "Reconfiguration" of Identity of Filipino Women Migrants in Japan Part II Teacher Perceptions, Selfhood, and Feelings 6. "JTEs can Learn from ALTs": JTEs' Beliefs about Team Teaching and How ALTs Influence JTEs' Sense of Teacher Identity 7. Recognized Identities of ALTs: Looking through the Lens of JTEs 8. Exploring the Role of Emotion in ALTs' Identity Construction: An Ecological Perspective 9. Correcting Different Errors with Different Identity-Bound Expertise: Successful Practices for Team Teaching Part III Teacher Learning and Development 10. Teacher Learning for ALTs: Landscapes of Team Teacher Practice and Issue of Participation in Communities of Practice 11. Collaborative Professional Development in Language Teaching: Narratives from JTEs and ALTs 12. Negotiating the Expert/Novice Positions in Language Teacher Professional Development Part IV Team Teachers in Elementary Schools 13. Developing HRTs' Confidence toward Team Teaching 14. Straight Talk about English from Primary School Homeroom Teachers 15. Elementary Senka/Specialized English Teachers (SETs): Finding a Place among the HRTs and ALTs 16. Conclusion
1. Introduction Part I Power Balance and Lived Experiences 2. Native vs. Non-Native and Novice vs. Expert: Revisiting Power Inequality in Team Teaching 3. From JTE to Team-Teaching Researcher: Autoethnographic Reflections 4. An Autoethnography of a Long-Term ALT: Living with the Enabling and Disabling Effects of Native-Speakerism 5. From Housewives to ALTs: The "Reconfiguration" of Identity of Filipino Women Migrants in Japan Part II Teacher Perceptions, Selfhood, and Feelings 6. "JTEs can Learn from ALTs": JTEs' Beliefs about Team Teaching and How ALTs Influence JTEs' Sense of Teacher Identity 7. Recognized Identities of ALTs: Looking through the Lens of JTEs 8. Exploring the Role of Emotion in ALTs' Identity Construction: An Ecological Perspective 9. Correcting Different Errors with Different Identity-Bound Expertise: Successful Practices for Team Teaching Part III Teacher Learning and Development 10. Teacher Learning for ALTs: Landscapes of Team Teacher Practice and Issue of Participation in Communities of Practice 11. Collaborative Professional Development in Language Teaching: Narratives from JTEs and ALTs 12. Negotiating the Expert/Novice Positions in Language Teacher Professional Development Part IV Team Teachers in Elementary Schools 13. Developing HRTs' Confidence toward Team Teaching 14. Straight Talk about English from Primary School Homeroom Teachers 15. Elementary Senka/Specialized English Teachers (SETs): Finding a Place among the HRTs and ALTs 16. Conclusion
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