Co-Teaching Model for Improving EFL learners’ (Definition: (two teachers…
Co-Teaching Model for Improving EFL
two teachers are jointly responsible for a class
two teachers are jointly responsible for plan teaching together
two teachers are jointly responsible for planning intstructions
two teachers are jointly responsible for sharing teaching duries
Co-teaching refers to an educational environment where two or more teacher coöperatively teach a group of students.
Students and content of instruction are divided. Each teacher takes a small part of instructiona content working with small number of students.
A small number of students require specialized attention. One instructor deals with the larger group and the other works with the smaller one.
Students are divided into two groups receiving teaching content from a particular teacher.
"Team teaching " OR "One brain in two bodies"
Both teachers give instructions mutually.
"One teach, one observe":
There is one instructor, who has an important responsibility, while the other one observes and assists students individually.
Review of the literature
"One teach, one observe" - by Larson and Goebel (2008).
The contributive role of team teaching - by David-Wiley and Cozart (1998)
The contribution of four models of co-teaching out of five models - by Liu (2008) and Friend, Resing, and Cook (1993)
The quality of co-teaching in general and its implication in different situations - by Letterman & Dugan (2004), Johnson & Smith (2000), Benjamin (2000), ...
The effectiveness of co-teaching as a pedagogical model - by Gillespie en Israetel (2008)
The study involved two kinds of statistical analysis.
The raw scores obtained in the pre-test and post-test exams were analyzed descriptively. Occording to the results both groups have the same range of distribution.
The t-test procedure shows that there is no significant differ'ence between control and experiemental groups with regard to the general knowledge of English.
Discussion and conclusion
The result of the study showed that co-taught students did not outpreform the students who received traditional method of teaching. Co-teaching in this particular environment did not contribute to better results in the grammatical proficiency that the single instruction approach.
Research in Ilam city, Iran with a group of 58 first-level students studying English. Three make English teachers with a MA degree.
Material and instruments
English text book, reliable proficiency and grammar tests.
Design and procedure
A quasi-excremental design was exploited for the study.