A Case Study of English Co-teaching in Taiwan: Coordination, Cooperation or Collaboration?

This research investigates a native English speaking teaching (NEST) assistant’s perceptions of roles and professional relationships with partner local English teachers (LETs) in a prominent co-teaching program in Taiwan.  Theories of inter-disciplinary collaboration guide this study, which identify the NEST assistant’s perceptions of aspects of co-teaching framed by themes in collaboration theory distilled by Montiel-Overall (2005a; 2005b).  This descriptive study utilizes transcribed interview data to formulate the NEST assistant’s self-perceptions of teaching roles and professional trajectories over the course of 11 months. Based on findings herein, implications for school administrators and NEST assistant program coordinators are discussed.

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