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It reports Chile-based multiple case study findings on team teaching within a foreign language teacher education program. The analysis is guided by cultural historical activity theory (CHAT) and draws on semi-structured interview data, work shadowing observations, and reflective materials. Results indicate team teaching supports developmental collaboration and deepens pre-service teachers’ learning and reflexive practices.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/exploring-models-of-team-teaching-in-initial-foreignsecond-language-teacher-education-a-study-in-situated-collaboration/593782/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/exploring-models-of-team-teaching-in-initial-foreignsecond-language-teacher-education-a-study-in-situated-collaboration/593782.png","ImageObject",300,407,{"name":92,"@type":93},"4398046744996","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How does the article define team teaching in this study?","Question",{"text":112,"@type":113},"Team teaching refers to two or more teachers working together across teaching preparation, planning, material design, actual teaching, and assessment.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What theoretical framework guides the study’s analysis?",{"text":117,"@type":113},"The study is examined through cultural historical activity theory (CHAT).",{"name":119,"@type":110,"acceptedAnswer":120},"What does the study conclude about the value of team teaching for pre-service teachers?",{"text":121,"@type":113},"Team teaching creates opportunities for developmental collaboration that promote deeper learning and help develop prospective teachers’ reflexive practices.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593782,1792612987,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":66,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":56,"language":138,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":139,"faqs":140,"seo_title":141,"seo_description":67,"update_tm":142,"read_time":143,"preview_page_count":4},4398046744996,"Australian Journal of Teacher Education  \n\n| Volume 42 | Issue 12 | Article 9 |\n| --- | --- |\n\n2017  \nExploring Models of Team Teaching in Initial Foreign/Second Language Teacher Education: A Study in Situated Collaboration  \nMalba BARAHONA  \nPontificia Universidad Católica de Valparaíso, malba.barahonad@gmail.com  \nRecommended Citation  \nBARAHONA, M. (2017). Exploring Models of Team Teaching in Initial Foreign/Second Language Teacher Education: A Study in Situated Collaboration. Australian Journal of Teacher Education, 42 (12).  \nRetrieved from [http://ro.ecu.edu.au/ajte/vol42/iss12/9](http://ro.ecu.edu.au/ajte/vol42/iss12/9)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol42/iss12/9](http://ro.ecu.edu.au/ajte/vol42/iss12/9)  \nAustralian Journal of Teacher Education  \nExploring Models of Team Teaching in Initial Foreign/Second Language Teacher Education: A Study in Situated Collaboration  \nMalba Barahona  \nPontificia Universidad Católica de Valparaíso, Chile  \nAbstract: The demonstrable potential of team teaching as a productive  \nmechanism for developing collaborative teacher learning is now  \nbroadly understood in the field of teacher education. However, there  \nis less evidence of the use of such collaborative teaching as a means  \nof strengthening initial foreign/second language teacher education.  \nThis paper reports on the findings of a multiple case study in Chile  \nthat explored team teaching in a foreign language teacher education  \nprogram. The study is illuminated through the lens of cultural  \nhistorical activity theory framework (CHAT) and draws on the  \nanalysis of semi-structured interviews, work shadowing observations  \nand reflections. The outcomes suggest that team teaching provides a  \nspace for developmental forms of collaboration that can promote  \ndeeper learning among pre-service teachers. The findings support the  \nargument that collaborative practices could be a path for developing  \nand deepening the prospective reflexive practices of pre-service  \nteachers.  \nIntroduction  \nCollaboration has been long considered an important developmental practice among in service and pre-service teachers. However, it is only in recent times that collaboration in the form of co-teaching or team teaching have become a more frequently teaching practice (Honigsfeld & Dove, 2012) . In this article I will use the term team teaching to refer to two or more teachers engaged in the process of teaching including preparation, planning, material design, actual teaching and assessment.  \nOne collaborative co-teaching strategies adopted between English as a second language (ESL) teachers and ‘mainstream ’ teachers in K-12 contexts (most notably in the USA and Australia), has demonstrated the clear potential to support more inclusive practices to accommodate the diverse needs of students in the classroom (Honigsfeld & Dove, 2012; Pappamihiel, 2012) . In English as a foreign language (EFL) contexts, especially in Asian countries (such as Korea, Japan, Singapore), it is more common to observe a co-teaching model which has been characterised as a Native Speaker-Non-Native Speaker scheme (Park, 2014) . This approach attempts to strengthen English language teaching (ELT) through the introduction of collaborative work among native English teachers and non-native English teachers, as a catalyst for English language improvement (Heo & Mann, 2015) . In this type of instances, team teaching emerges as a powerful way to contribute to teachers´ professional development (Honigsfeld & Dove, 2014) . In this sense, team-teaching has demonstrated its potential to form a mutual  \nVol 42, 12, December 2017 144  \nAustralian Journal of Teacher Education  \nlearning opportunity for teachers as they work together to face the challenges of teaching a foreign or a second language.  \nIn initial EFL teacher education, an emerging body of research suggests that there is already evidence that team teaching can benefit the ","cbCaioL14SBfK9fW","https://ap.wps.com/l/cbCaioL14SBfK9fW","pdf",624975,"English","# Abstract\n# Introduction\n## Team teaching definitions and collaboration concepts\n## Co-teaching models in ESL/EFL contexts\n## Benefits for pre-service teachers in initial EFL education\n## Regional context: Latin America and Chile\n## Purpose and research focus of the study","[{\"question\":\"How does the article define team teaching in this study?\",\"answer\":\"Team teaching refers to two or more teachers working together across teaching preparation, planning, material design, actual teaching, and assessment.\"},{\"question\":\"What theoretical framework guides the study’s analysis?\",\"answer\":\"The study is examined through cultural historical activity theory (CHAT).\"},{\"question\":\"What does the study conclude about the value of team teaching for pre-service teachers?\",\"answer\":\"Team teaching creates opportunities for developmental collaboration that promote deeper learning and help develop prospective teachers’ reflexive practices.\"}]","Exploring Models of Team Teaching in Initial Foreign/Second Language Teacher Education: A Study in Situated Collaboration | PDF",1792077907,48]