Abstract
This research aims to (1) explore the NESTs and non-NESTs’ beliefs about their team-teaching in English classroom, (2) explore the practices of the NESTs and non-NESTs’ beliefs, (3) explore discrepancies between NESTs and non-NESTs’ beliefs and practice, and (4) explore factors are responsible for shaping those beliefs and its implementation.
This research is a qualitative case study conducted at two Junior High Schools in Ponorogo. The informants of the research are two pairs of English team teachers of grade eighth implementing team teaching in English classroom. The data of the research were collected through interview, observation, and document analysis and were analyzed by using interactive model proposed by Miles and Huberman.
The findings showed that: (1) NESTs and non-NESTs had different beliefs related to lesson plan, teaching materials, teaching technique, teaching procedure, teachers’ roles, and assessment; (2) however, NESTs and non-NESTs did not work collaboratively as a team teaching in the classroom practice; (3) the discrepancies between NESTs and non-NESTs’ beliefs and their classroom practices happened in the area of the lesson plan, teaching technique, and teaching procedure; and (4) three factors shaping NESTs and non-NESTs’ beliefs about teaching process of team-taught were learning experience, teaching experience, and training.
According to the findings of the research, it is noticed that NESTs and non-NESTs’ beliefs about their team teaching strongly shape their teaching behavior and their instructional practices in the class. It is significant to understand NESTs and non-NESTs’ beliefs as their beliefs guide them to adopt their teaching strategies to cope with their daily language teaching challenges.
Keywords: teachers’ beliefs, team teaching, NESTs and non-NESTs, and classroom practice.
