A Case Study of Team Teaching at an Elementary School in Taipei City: An Excellent Second Grade Teaching Team as an example

• Main Authors: Shu-Ming Cheng, 陳淑茗
• Other Authors: Shih-yu Hsu
• Format: Others
• Language: zh-TW
• Published: 2004
• Online Access: http://ndltd.ncl.edu.tw/handle/88444395676063722152

碩士 === 臺北市立師範學院 === 課程與教學研究所 === 92 === The purpose of this case study was to explore a team teaching at an elementary school, including its tasks, affecting factors, its impacts and team development. Chi-Zi elementary school (anonymous name) implementing team teaching from 1st grade to 6th grade was chosen as the research setting of the case study by purposeful sampling. The educational administrator of this school recommended eight 2nd grade teachers as main subjects who had rich and excellent team teaching experience in team teaching during past two years. Data collection included interview, observation, documents and field notes. This study collected data from the principal, educational administrator, four parents, sixteen students and eight subject teachers. The research period was from January 2002 to September 2002. The findings are listed as follows: 1. The tasks of team teaching could be followed as teaching planning, teaching instruction and teaching evaluation. The accomplishment of deliberate teaching planning for one semester was the foundation of team teaching instruction and teaching evaluation. 2. The factors affecting team teaching included School administration, teachers, teaching team and parents. Teachers’ personal characteristics, teachers’communication ability, team leaders and common consensus at teaching concepts were the most important factors. The four kinds of factors could affect the quality of team teaching planning and the achievement of team teaching instruction. They could also affect the climate of teaching team. 3. Team teaching could promote the quality of instruction. It could urge teachers to share instructional resources and experience, promote the ability of communication and cooperation, complement each other by his/her own specialized field, increase friendship and tacit agreements among teachers. It could also inspire students’learning interests, enrich guidance from various teachers, and offer the opportunities for interaction and holding others in esteem. Parents could show their professional abilities by participating in team teaching instruction, and clarify their confusion about team teaching. 4. The development of the teaching team during September 1988 to Jun 2001 was constitution phase, exploration phase, productivity phase, conflict phase, maintenance phase, termination phase. Based on the above findings, this study offers suggestions for elementary school administrators, elementary school teachers. Suggestions for further study are also provided.