This study aims to explore a professional
development program for teachers of collaborative teaching
of English as a foreign language (EFL) in elementary
schools in Taiwan. There have been studies of collaborative
teaching of EFL by native English-speaking teachers
(NESTs) and local English teachers in school systems in
the Asia-Pacific region. Yet very few have explored the
issues regarding professional development programs for
teaching practice of this kind. The purpose of this study is
threefold: (1) to explore teachers’ perceptions of a professional
development program organized by the author,
(2) to determine the dimensions of the program that need to
be improved, and (3) to define necessary elements in a
possible professional development model for collaborative
teaching of EFL by NESTs and local teachers. Research
methods including individual interviews and a questionnaire
were employed to solicit data. The study reveals that
the professional development program being studied was
perceived by the teachers as a context where they could
share experiences and learn from fellow teachers. It also
indicates that the teachers preferred professional development
programs focusing on teaching skills. It is found,
however, that the teachers had different needs for professional
development and the modules included in a viable
professional development program should reflect teachers’
concerns accordingly.

EB00000002198K

Available

• An Exploration of Professional Development Programs for Teachers of Collaborative Teaching of EFL in Taiwan: A Case Study