Speaker
Abstract section 5: References
Kano, A., & Ozeki, H. (2018). Insights from elementary school ALTs in Japan. JES Journal, 18, 116-131.
Walter, B. R., & Sponseller, A. C. (2020). ALT, JTE, and team teaching: Aligning collective efficacy. In P. Clements, A. Krause, & R. Gentry (Eds.), Teacher efficacy, learner agency. Tokyo: JALT. https://doi.org/10.37546/JALTPCP2019-04
Machida, T. (2025, October 31-November 2). Team teaching from the perspective of ALTs [Conference session]. JALT 2025 International Conference, Tokyo, Japan. https://jalt.org/wp-content/uploads/2025/11/JALT2025-Handbook.pdf
Ministry of Education, Culture, Sports, Science and Technology (MEXT). (2024). Eigo kyouiku jissi jyoukyou chousa [English Education Implementation Survey]. https://www.mext.go.jp/content/20240527-mxt_kyoiku01-000035833_1.pdf.
Abstract section 1: Relevance
Team teaching between Japanese Teachers of English (JTEs) and Assistant Language Teachers (ALTs) is now widely conducted in Japanese schools, with particularly high implementation rates in elementary schools (72.8%; MEXT, 2024). Despite its prevalence, previous studies have identified persistent challenges in collaboration, including limited teacher meetings (Walter & Sponseller, 2020), inadequate English proficiency among JTEs (Kano & Ozeki, 2018), and limited collaboration between JTEs and ALTs in lesson planning and reflection (Machida, 2025). Yet few studies have compared JTEs’ and ALTs’ perceptions across different stages of team teaching, particularly in elementary contexts.
Abstract section 2: Contribution/research questions
This study aims to explore how elementary school JTEs and ALTs perceive their team-teaching experience and what factors they believe influence effective collaboration. The research questions are:
(1) How do JTEs and ALTs perceive their collaboration at the pre-, during-, and post-teaching stages?
(2) What challenges do JTEs and ALTs perceive in making team teaching more collaborative?
(3) What types of teacher training do JTEs and ALTs consider necessary to improve team teaching?
Abstract section 4: Outcomes/results
Although both JTEs and ALTs reported relatively high levels of collaboration during lessons, collaboration before and after lessons remained limited. They interpreted this limitation differently. JTEs attributed it to a lack of meeting time due to heavy workloads, whereas ALTs emphasized insufficient information sharing, particularly regarding lesson plans and role allocation. In professional development, JTEs prioritized developing their own team-teaching knowledge and skills, while ALTs highlighted the need for clearer communication and shared understanding. These findings highlight the importance of strengthening shared commitment to planning and communication between JTEs and ALTs for effective team teaching, alongside individual skill development.
Abstract section 3: Content/method
Seventy-seven ALTs and 60 JTEs working in elementary schools across four prefectures participated in the study. They reported their perceived level of collaboration with their team-teaching partners at three stages of team teaching—pre-, during-, and post-lesson—as well as their views on existing challenges. Data were collected through online surveys, which also explored their professional development needs for enhancing effective team teaching.
| Title | JTEs’ and ALTs’ Differing Perspectives on Team Teaching |
|---|---|
| Teaching Context | Teaching children |