| As the world enters a new era of “Globalization 4.0”,it is important to understand how collaboration and solidarity-not isolationism-will be essential to the future success of mankind.In the face of all of these challenges,people need to reconsider how we can achieve our common goals through even closer collaboration.For teachers,it is also vital to have the ability to pool together relevant teaching resources and cultivate a collaborative atmosphere in the workplace.This study aims to figure out Chinese and foreign teachers' perceptions of and attitudes towards co-teaching and the similarities and differences of their educational ideologies,instructional strategies,and student assessments during co-teaching in the research school.Besides,this study attempts to find out the level of student recognition of current co-teaching models in the research school.Finally,this study evaluates the effectiveness of team teaching,as one ideal co-teaching model,in which two teachers jointly teach students the same teaching content in one classroom.Multiple qualitative research methods are used to collect data,including semi-structured interviews,questionnaires,class observation,and teachers' reflective journals.In addition,the WIDA test paper is also used to test students' English proficiency levels in English listening,speaking,reading and writing to prove the effectiveness of the team teaching model.The participants of this study are eighty junior high school students,two foreign teachers and three Chinese teachers from the International Department of one bilingual school in Yantai.The study shows that two foreign teachers and three Chinese teachers all hold positive attitudes towards co-teaching with foreign teachers demonstrating even more positive attitudes,as their perceptions of co-teaching differ slightly.Chinese teachers regard co-teaching with foreign teachers as an opportunity to improve their professional development so that better services could be provided to students,while foreign teachers think that the core of the co-teaching concept is the spirit of sincere sharing,and co-teaching is not only a teaching strategy but also a concept that all teachers should be responsible for all students.It also indicates that better collaboration could be achieved by figuring out Chinese and foreign teachers' similarities and differences in educational ideologies,instructional strategies,and student assessments.In educational ideologies,they all emphasize the high class efficiency.Foreign teachers think learning is optimal when student's self-expression is exploited and when students are engaged in the exploration,while Chinese teachers assume that understanding content must occur before the creative exploration of the learned concepts.In instructional strategies,they all use a wide variety of instructional strategies.However,Chinese teachers rely on lecturing much more than their counterparts,and foreign teachers are more likely to make use of small-group work as they interact with small groups and individuals.In student assessments,Chinese teachers pay more attention to the exam scores while foreign teachers address the formative evaluation in the teaching process.The results from the questionnaire reveal that a high student recognition level of co-teaching.The more years students have experienced co-teaching,the higher their recognition level of co-teaching will be.The closer the collaboration between Chinese and foreign teachers is,the higher students' recognition level of co-teaching will be.And students' achievement analysis proves that team teaching,as an ideal co-teaching model,is effective in improving students' proficiency levels in English listening,speaking,reading and writing proficiency.This study aims to provide further relevant and useful information for teachers or schools that plan to carry out CCFT(Co-teaching between Chinese and Foreign Teachers)in their schools or regions in order to make their teaching even better. |
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