본 연구는 <동아시아근대사> 수업의 강의와 사료 중심 수업 방식이 학 생들의 문제 해결 능력, 협력 학습, 디지털 리터러시 함양 및 학습 동기 유발에 한계가 있음을 인지하고, 이를 개선하기 각 분야 전문가와의 팀 티칭 수업을 통해 문제점을 개선하고자 하였다. 수업 후 진행된 학생 수 업 만족도 조사 결과, 팀티칭 수업에 대한 학생들의 만족도는 높게 나타 나 적용된 교육 방법이 효과적이었음을 확인하였다. 특히 학생들은 이 수업을 통해 콘텐츠 제작 능력 등 디지털 리터러시를 함양하는 데 큰 도 움이 되었다고 평가하였다. 그러나 몇 가지 개선이 필요한 점들도 도출 되었다. 생성형 AI 도구의 실습 시간 확보 및 학생들의 콘텐츠 역량 강 화를 위해, 수강 신청 전 디지털 역량 조사를 통한 교육과정의 반영과 정규 교육과정 외 보충 학습 기회를 제공할 필요가 있었다. 아울러 팀 활동 관리 시스템을 개선하여 문제점을 사전에 식별하고 체계적으로 관 리하는 방안이 마련되어야 했다.

This study investigates the effect of team-teaching between Korean English teachers and native speakers of English on English learning anxiety. A total of 248 elementary students in grade 6 participated in this study. One group of students were taught by Korean English teachers and native speakers of English while the other group never had the opportunity to speak with a native speaker in class. A survey questionnaire based on FLCAS (Foreign Language Classroom Anxiety Scale) was newly developed to investigate how the two groups showed differences in English learning anxiety in class. The exploratory factor analysis was undertaken to suggest a three-factor solution. The two groups showed differences in English classroom anxiety and confidence in communication with native English speakers. On the other hand, fear of negative evaluation did not show any significant differences between the two groups. The students who experienced team-teaching showed more confidence in communication with native speakers only at a rudimentary level. Therefore, native English-speaking teachers should make their efforts to develop the skills to promote students’ confidence and higher level of communicative abilities.

The purpose of this study is to illustrate a general collaborative model of team-teaching in a university general English program. While positive effects of team-teaching and some suggestions for teamteaching practices have been reported previously, there has been less attention paid to an instructional model where native teachers and Korean teachers collaborate with each other for the best classroom experience for students. A qualitative research guided the design. Twenty teachers’ team-teaching classes were observed and video-taped for analysis. The findings showed that the two teachers’ constant negotiations of meanings in any stage of the lessons and in classes with diverse linguistic goals was helpful to the students’ understanding. Also, in the stage of presenting particular language expressions (duringlesson), complimenting each other with native teachers’ intuition and Korean teachers’ analytic skills was suggested as an important instructional move. When activities were introduced, modeling by the two teachers and bridging roles by the Korean teachers were a tremendous contribution and recommended for model collaborations. An instructional model and educational implications have been suggested.

This study is aimed at identifying how the team teaching for English listening and speaking is affected by the characteristics of the three groups of participants such as the students, native English speaking teachers (NESTs), and Korean teachers of Eng