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The Japan Exchange and Teaching Program has, for more than 30 years, brought the concept of team teaching to Japanese schools. However, research concerning precisely how these teachers perceive the roles of themselves and their teaching counterparts remains inconclusive and is focused primarily on what teaching methods are employed. In a team-teaching context, arriving at a mutual understanding of the respective roles and responsibilities of both teachers is vital for establishing and maintaining positive teacher efficacy. The current study analyzed perceptions held by ALTs and JTEs to see if there existed an alignment between the two that might benefit this collective efficacy. Data was taken from a national survey of Japanese teachers of English (n = 207) and assistant language teachers (n = 199) in which respondents focused upon their perceived roles in and expectations of team teaching.「語学指導等を行う外国青年招致事業」プログラムは、30年以上にわたり日本の学校にティームティーチング以下、を提供してきた。しかし研究では授業で運用する教授法に焦点が当たり、担当教諭が本人及びパートナーの役割をどう認識しているかについては、はっきりしていない。では、両者の教師効力感を生み出し維持するためには、互いの役割と責任についての相互理解が不可欠である。この研究では、集合的効力感に有益な協力体制の有無について、外国語指導助手と日本人英語教師それぞれの認識を分析した。データはにおける役割認識とに求めるものを焦点に全国調査し、207人、199人が回答したものだ。このデータから、関係者が受ける恩恵についても考察する。

ALT, JTE, and Team Teaching: Aligning Collective Efficacy