Table 3 Summary of the activities that prepared for and supported collaborative teaching
Before the academic year began |
|---|
• Whole-school teacher training to clearly define the direction and the goals, team-building • Sharing of essential documents • Team-level discussion and confirmation of collaboration • Signing a “collaborative contract” |
Throughout the academic year |
• Bilingual communication to ensure first-hand information • On-site teaching support and teacher development activities • Formal and informal class observations • Bi-weekly grade-level meetings • Weekly team-level planning time • Activities such as dinners and interest classes encourage teachers to build rapport outside of the kindergarten |
Everyday |
• Discussion about the timetable before class • Some sessions were taught bilingually. Thus, teaching partners needed to prepare for the “conversations” and “dialogue” ahead • Language study times and writing workshops were separated by language • Shared responsibility in terms of logistics and transition times • Chinese partners do handle more of the administration and parent communication |