A Comparison of Quantitative and Qualitative Approaches to Classroom-Based Team Teaching Research

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  • 日本文ティームティーチングに関するクラスルームに基づいた量的・質的研究の比較

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This paper discusses appropriate approaches for the investigation of classroom-based team teaching. Two studies are selected: one of them is a study about team teaching between Japanese Teachers of English (JTEs) and Assistant Language Teachers (ALTs) in English classrooms in Japan based on quantitative approach conducted by Scholefield (1996); the other is a study about team teaching between class teachers and bilingual assistants in primary schools in Britain based on a qualitative approach conducted by Martin-Jones and Saxena (1996). Although Scholefield's statistical data was gathered by means of questionnaires returned from more than 80 JTEs, her conclusion became too generalized and did not focus on specific issues. In contrast, Martin-Jones and Saxena analysed only two classroom observations. They carefully investigated not only the classrooms themselves but also the surroundings. As a consequence, the issue of the relationship between the class teachers and the bilingual assistants was clearly identified. As a result of investigating these two studies, I have concluded that the qualitative approach seems to be a much more appropriate means to explore the complexities of classroom-based studies.

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