How do native English-speaking teachers perceive co-teaching?

Abstract

Co-teaching between a native English-speaking teacher (NEST) and a Korean English teacher (KET) has become a regular practice in English classrooms in Korea. Despite the significant role of NESTs in the current English education in Korea, not many studies have focused on the NESTs’ lived experiences and perception of co-teaching. The purpose of this study is to examine NESTs’ overall evaluation of co-teaching, their co-teaching experiences, and suggestions for better co-teaching. This study used questionnaires as the main source of data. Analysis of the data collected from 119 NESTs working at different school levels across the nation revealed that the NESTs generally viewed their co-teaching experiences positive and showed preference for co-teaching rather than solo-teaching. However, collaboration between the NESTs and the KETs did not take place as frequently and effectively as originally planned. This study identified various types of struggles that the NESTs were experiencing, such as no clear set of role expectations, difficulties in class management, communication problems, KETs’ low involvement in lesson planning and implementation, and conflicts in educational values. Based on the NESTs’ perception of co-teaching, the current study offers suggestions for better co-teaching.