Speaker
Abstract section 3: Content/method
The study uses survey data from two phases: a 2019 baseline and a 2026 follow-up distributed through professional networks. Responses from ALTs and JTEs are compared using descriptive statistics and cross-group analysis, with particular attention to communication ease, planning and feedback opportunities, inclusion in meetings or school life, and perceived effectiveness of team teaching. Open-ended comments are also coded thematically.
Abstract section 5: References
Borg, S. (2006). Teacher cognition and language education: Research and practice. Bloomsbury.
Carless, D. R. (2006). Good practices in team teaching in Japan, South Korea and Hong Kong. System, 34(3), 341-351.
Tajino, A., & Tajino, Y. (2000). Native and non-native: what can they offer? Lessons from team-teaching in Japan. ELT Journal, 54(1), 3-11.
Abstract section 2: Contribution/research questions
This study asks: (1) How have ALT and JTE perceptions of communication, inclusion, and team-teaching effectiveness changed between 2019 and 2026? (2) What relationships exist among communication, inclusion in school structures, and perceived teaching effectiveness? (3) What do these findings suggest for improving stakeholder understanding and collaboration in Japanese school contexts?
Abstract section 4: Outcomes/results
The presentation focuses on one analytical slice of the larger dataset: how communication and inclusion relate to perceived effectiveness in ALT-JTE collaboration. The 2019 baseline indicated gaps between ALT and JTE perceptions, especially regarding planning, inclusion, and the wider school context surrounding team teaching. The 2026 follow-up extends this analysis to examine change over time. Results will identify which aspects of collaboration are most closely associated with perceived effectiveness and will offer implications for stakeholder communication, teacher development, and future research.
Abstract section 1: Relevance
ALT-JTE collaboration remains an important feature of English education in Japan. Research on team teaching has highlighted both its potential benefits and the conditions needed for effective practice, including productive collaboration between teachers and opportunities for communicative learning (Carless, 2006; Tajino & Tajino, 2000). Research on teacher cognition also suggests that teachers’ beliefs and perceptions shape educational practice (Borg, 2006). This study is relevant because it examines how key stakeholders perceive communication, inclusion, and effectiveness over time, and how those perceptions may inform better collaboration in school settings.
| Title | From Local Voice to Global Impact: ALT-JTE Collaboration |
|---|---|
| Teaching Context | Junior/senior high-school |