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.