The purpose of this study is to take a close look at team teaching between a Korean elementary English teacher and a native teacher of English and thus to explore ways that team teaching can be performed more effectively. The data consists of teaching journals and an interview. Teaching journals were written by the Korean teacher and the native teacher for one semester while co-teaching. The analysis of data revealed the followings. First, the role relationships between the two teachers changed dynamically as the native teacher had more experiences of teaching. The native teacher was a novice at first, but she became the associate and sometimes team leader in the end of the semester. Second, the Korean teacher's efforts to communicate with the native teacher regarding the contents and methods of teaching helped the native teacher progress in teaching skills and management of class. Third, the Korean teacher felt stress due to too much work and responsibility related to team teaching although she found the experience of team teaching rewarding in terms of her professional development. Finally, it was found that activities and games rather than reading and writing were more appropriate for team teaching. Based on these findings several suggestions were made.

This study attempted to explore the possibility, potential and difficulties of reflective teaching through keeping teaching journals. The focus of reflection was also examined. Six primary English teachers wrote teaching journals throughout one semester. And they were interviewed regarding keeping teaching journals at the end of the semester. Then the contents of teachers’ journals and interviews were analyzed. The analysis of teachers’ journals shows that their reflection included teachers’ beliefs about teaching and learning, their decision making process on the use of learning activities, the problems of learner differences in English ability, the effects of learning activities, the structure of lessons, their role as a fully charged English teacher, the use of classroom English, and the concern about the improvement of students’ talk. The data analysis also reveals that the teachers considered journal writing as an opportunity to reflect and improve their teaching, thus being a means for professional development as an English teacher. However, the lack of time and not being familiar with keeping teaching journals were perceived difficulties in keeping teaching journals. Further, it was pointed out that the follow-up activities such as collaboration and discussion with other teachers or teacher educators were needed for journal writing to be a more beneficial tool for teachers’ professional development.