Introduction
Team teaching, where native English speaking teachers (NESTs) collaborate with Korean English teachers (KETs), has become a common practice in Korean secondary schools since the implementation of the English Program in Korea (EPIK) in the 1990s. This educational approach aims to provide students with exposure to authentic English language use while combining native speaker fluency with local pedagogical expertise. However, despite its potential benefits, team teaching in South Korea faces numerous challenges that often undermine its effectiveness.
Cultural and Communication Barriers
One of the most significant obstacles in team teaching involves cultural differences that affect communication and collaboration. NESTs often come from educational backgrounds with different teaching philosophies, classroom management styles, and expectations about student participation that can conflict with Korean educational norms.
- Korean classroom culture typically values teacher-centered instruction and passive student learning
- NESTs often prefer interactive, student-centered approaches that Korean students may find unfamiliar or challenging
- Communication difficulties can arise even when both parties speak English, due to different cultural norms regarding directness
Hierarchical Structure and Authority Issues
The hierarchical nature of Korean society extends into educational settings, creating power dynamics that can complicate team teaching relationships. Korean teachers traditionally hold authority based on age and position, while NESTs may operate under different assumptions about professional equality.
This hierarchical structure can manifest in several ways:
- KETs may be hesitant to contradict senior teachers or administrators regarding teaching methods
- NESTs might struggle to understand their role within the existing power structures
- Decision-making may be concentrated in one teacher rather than shared equally
Curriculum and Teaching Method Differences
NESTs and KETs frequently have different approaches to language teaching that stem from their training backgrounds and educational philosophies. These differences can create confusion for students and tension between teachers.
- KETs typically focus on grammar, vocabulary, and reading comprehension to prepare students for standardized tests
- NESTs often emphasize conversation, pronunciation, and communicative competence
- Reconciling these approaches requires significant planning and compromises that may not always occur
Administrative and Logistical Challenges
Practical constraints often impede effective team teaching implementation. Korean secondary schools have busy schedules and demanding requirements that limit the time available for collaborative planning and coordination.
- Insufficient time for joint lesson planning remains a persistent complaint among NESTs
- Varying daily schedules make it difficult for teachers to meet regularly
- Administrative priorities may not support the additional coordination required for successful team teaching
Student Response and Engagement
Students may respond differently to each teacher based on expectations, comfort levels, and previous experiences. Some students may rely heavily on the Korean teacher for translation and clarification, limiting their engagement with the native English speaker.
Students' varying English proficiency levels present additional challenges:
- Advanced students may benefit more from NESTs' classes while beginners may struggle
- Students may perceive team teachers as having unequal authority or importance
- Some students may feel anxious about communicating with a native speaker
Professional Development and Support Limitations
Most NESTs arrive in Korea with limited knowledge of Korean educational practices and cultural contexts, while KETs often have little experience with communicative language teaching methods. Both groups typically receive insufficient professional development to bridge these knowledge gaps and develop effective team teaching strategies.
- Training programs often occur only at the beginning of contracts, with limited follow-up support
- Opportunities for collaborative professional development are rare
- Resources specifically designed for team teaching contexts are limited
Bridging the Challenges
Successful team teaching requires addressing these challenges through intentional strategies. Developing a shared vision for English education, establishing clear communication channels, and creating opportunities for joint professional development can help overcome many obstacles.
- Regular collaborative planning sessions, even when short, can improve coordination
- Addressing power dynamics directly can create more equitable partnerships
- Developing materials that serve both communicative and exam-focused needs
- Creating classroom routines that value both teachers' contributions equally
Conclusion
Team teaching in Korean secondary schools faces significant challenges rooted in cultural differences, educational priorities, and structural constraints. Despite these obstacles, when NESTs and KETs develop effective collaboration strategies, they can create rich learning environments that draw on the strengths of both partners. Addressing these challenges requires attention to cultural sensitivity, clear communication, and institutional support for collaborative practices. As Korea continues to emphasize English education, finding ways to overcome these team teaching challenges remains an important priority for educational stakeholders.
