Final Draft

[11기신지영]

숙련교사와의 코티칭 후

신규 교사와 학습자 사이의 의사소통 양식의 변화

M20071414 신 지 영

Ⅰ. Introduction

  This thesis is about co-teaching as a way of giving novice teachers opportunities to learn how to teach in English class. We will quantitatively compare the percentage of the complete sentences from the students when they talk to the experienced and when they talk to the novice, before and after one semester of co-teaching. We will also discuss the reasons for this qualitatively, by looking at the types of the questions and answers among them.

Ⅱ. Theoretical Constructs

2.1. Co-teaching

In co-teaching, two or more teachers collectively do(Roth, 2000) their jobs in one classroom. Unlike other subjects field, the Co-teaching in Elementary English classroom has more than 10 years' history in public schools. However, it has not been considered as a way of training novice teachers, and its implications for situations beyond the cooperation of foreign teachers with native Korean teachers has not been considered as an object of research.

2.2. Novice and Experienced Teacher

There's no clear line about the number of years to be between novice and experience teachers and it's not always the case the experienced teachers are better than the others.

For many novice teachers, the first solo effort in the classroom is a 'sink or swim' experience(Green, 2006). It's hard to draw a clear line between the novice and the experienced Therefore, with the length of the year that they've worked for, the percentage of the complete sentences from their students should be considered.

2.3. Complete and Non-complete

Levels of sentence completion from students can be categorized like this:

2.3.1. LEVEL ONE: Non-Complete

Teacher wants students to answer with words only. The sentence has no verb.

<ex> NT: O, if you like banana.

S1: Okay.

2.3.2. LEVEL TWO: Complete with repetition

Teacher wants students to complete the sentences by repeating what (s)he says perviously.

<ex> ET: Say, I like pears.

SS: I like pears.

2.3.3. LEVEL THREE: Complete with non-repetition

Teacher wants a response with a full sentence.

<ex> ET: Tell me about me.

S1: You can dance.

2.4. Types of Question

   Types of questions from teachers can be categorized like this:

2.4.1. Prompt-based: Teacher encourages or help students to continue

 <ex> ET: (Putting up the picture card straight) fish

2.4.2. Wh-question: Teacher asks with Wh-question sentence (When, Where, What, Why, Which and How)

<ex> ET: How about this?

SS: I like pears

2.4.3. Etc.

<ex> NT: Do you have cards?

SS: I have no cards.

Ⅲ. Method

3.1. Participants

  3.1.1. Novice Teacher: 23-year-old Korean-American male with no experience of teaching

  3.1.2. Experienced Teacher: 34-year-old Korean female with 8 years' experience of teaching English in Elementary School in Seoul

3.1.3. Students: Thirty 3rd graders from one class in Seoul D Elementary School (18 boys & 12 girls)

3.2. Data collection

  3.2.1. Data: Eight regular English class periods

  3.2.2. Date collection period: September 1st, 2009 ~ Novenmer 27th, 2009

  3.2.3. Date collection method: Mp3 voice recording, Participant observation, Non-invasive

3.3. How to code data 

The whole class periods were transcribed and the data is coded by categories like this.

Speaker	Novice teacher(NT)
	Experienced teacher(ET)
	Student(S)
Level of Students' Sentence Completion	0(non-complete)
	1(complete with repetition)
	2(complete with non-repetition)
Types of Teachers' Question	1(prompt-based question)
	2(Wh-question)
	3(etc.)

3.4. Research Question

  3.4.1. 신규교사와 경력 교사의 코티칭 후 신규교사가 학생들에게서 받는 대답의 문장 완성도 %가 높아지는가? Do the percentages of sentence completion from the students with NT get higher after NT co-teaches with ET?

  3.4.2. 신규교사가 경력교사와의 코티칭을 통해 습득한 질문법은 무엇인가? What are the question types that NT picks up from ET after co-teaching.

Ⅳ. Hypothesis

4.1. The Level of Students' Sentence Completion

Hypothesis 1-1: the percentages of sentence completion from the students with NT get a little higher after NT co-teaches with ET for one semester.

4.2. The Question Types that NT picks up from ET after co-teaching

Hypothesis 3-1: the question types that NT picks up from ET after co-teaching is wh-question.

Hypothesis 3-2: the question types that NT picks up from ET after co-teaching is prompt-based question.

Ⅴ. Result and Discussion

5.1. The Level of Students' Sentence Completion

The percentages of sentence completion from the students with NT get 52.0% higher(3.7%→ 55.6%) after NT co-teaches with ET for one semester.

[Table 1] shows NT gets only three complete sentences out of 83 students' answers on the first day. Two of them are mere repetitions(" NT: Say, I like oranges, SS: I like oranges.") and the other is an accident to get ("NT: Do you have cards?, S1: I have no cards.").

On the other hand, ET gets 32.2% complete sentence response from the students, which is almost ten times higher percentage than NT's 3.7%. When it is discussed about the non-repetitions, the completion percentage is even more higher by more than twenty times.

[Table 1] Ss' Response Comparison(Frequency)

	First Day				Last Day
	ET(n=171)		NT(n=83)		NT(n=162)
incomplete	116 (67.8%)		80 (96.3%)		72 (44.4%)
Complete	55 (32.2%)		3 (3.7%)		90 (55.6%)
	repetition	non- repetition	repetition	non- repetition	repetition	non- repetition
	15 (8.1%)	40 (23.4%)	2 (2.4%)	1 (1.2%)	26 (16%)	64 (39.5%)

Astonishingly, however, NT gets more than a half completion rate on the last day(55.6%). It can't be missed that NT's non-repetition percentage(39.5%) is even higher than ET's(24.4%), let alone mention that the repetition rate of complete sentence one(16%) is lower than non-repetition one.

5.2. The question types that NT picks up from ET after co-teaching

The question types that NT picks up from ET after co-teaching are wh-question(52.6%) and prompt-based question(36.8%).

[Table 2] shows that the most frequently used question type from the ET's students is rule-based("ET: Dingding, SS: I like oranges.") by 60% and the second most is Wh-question type("ET: What did you hear?, S1: Minsu likes apples and Julie likes grapes") by 15%.

Similarly, NT's most frequently used question type is wh-question("NT: What about snowy?, Ss: It's snowy.") by 52.6% and the second most type is rule-based ("NT: One, two, three, action!, SS: We're going to school") by 36.8%).

[Table 2]

Ss' Non-repetition Complete Sentence Response Comparison(Frequency)

	First Day		Last Day
	ET(n=40)	NT(n=3)	NT(n=38)
Prompt-based	24 (60%)	0 (0%)	14 (36.8%)
Wh-question	6 (15%)	0 (0%)	20 (52.6%)
etc.	10 (25%)	3 (100%)	4 (10.5%)

Although, Wh-question is the most frequently type of NT on the last day of co-teaching with ET, it should be considered that the topic of the last lesson is 'How's the weather?', which is obviously "Wh-question" and used a lot by the teacher without any intention (n=15).

Ⅵ. Conclusion

The effects of co-teaching between novice, who could suffer from teaching English in elementary schools in their first semester, and experience teachers are as following. First, instead of learning from their mistakes, NTs are able to learn how to teach from ETs, who have picked up the experty unconsciously while they teach for years. Secondly, this type of co-teaching could shorten the length of period of students' suffering while their new teachers are having hard time in experiencing how to teach. Lastly, students in a co-teaching group could hear over the talk between two teachers as a real communication in the classroom while the percentage of their non-repetitious complete sentence gets higher.

However, the Novice teacher of this research is a Korean-American with fluency of English and it's hard to expect Korean novice teachers to be as proficient as he. It makes a short period of one semester be unrealistic to be enough time to get an effective result of co-teaching between the novice and the experience. Most of all, it is needed to research more systematically on co-teaching model between the novice and the experience to get a similar result for short period.

Still working on References....

[11기신지영]

I was wrong with the repetition for NT on the first day. There were two. And for the prompt-based, only part of them are gestures, so I can't have the beaufiful 'visual-based',,,bb, I'm afraid.