Co-teachers’ perceptions of collaborative EFL teaching: a case study in Taiwan

Co-teaching studies of native English speaking teachers (NESTs) and local (LETs) have identified numerous factors debilitative to professional collaboration. The aim this case study is identify facilitative co-teaching that may lead more productive avenues change than continual re-identification problems. A grounded theoretical approach used review document interview data from one NEST-LET pair teaching English-as-a-foreign-language (EFL) young learners in Taiwan. Themes derived analysis are then re-categorized according the framework social interdependence theory (Johnson & Johnson JAMA 38:365–379, 2009) describe how co-teachers established a positive relationship. This found participants’ situated perspectives were similar dissimilar, with several identical themes present both data. Application negative outcomes minority indications or promotive majority. Although described affect tensions, these phenomena attributed external directed at agents outside partnership. findings herein suggest variables pertaining interpersonal sensitivity can be critical success qualifications NEST partner.